In this paper we reflect on data from two research projects in which inclusive practice in schools is at issue, in the light of wider field experience (our own and others’) of school and teacher development. We question what we understand to be relatively common, implicit policy assumptions about how teachers develop, by examining the way in which teachers are portrayed and located in these pro...

the main purpose of this research is the exploration functions of question in the understanding process and features of teacher and student as a questioner. for this purpose is used conceptual analysis and deductive method. so according to study question has a key role in the understanding and has some tasks in its steps: enable pre-understanding and prejudices, challenging text in the detailed...

“What shall I do with my students to help them understand this science concept? What materials are there to help me? What are my students likely to already know and what will be difficult for them? How best shall I evaluate what my students have learned?" These questions are common for every teacher, and central to describing the knowledge that distinguishes a teacher from a subject matter spec...

This paper addresses the use of technology in the classroom, more specifically of pen-based devices such as Tablet PCs. It describes Cuizz, a Classroom Presenter plug-in that facilitates the teachers’ immediate assessment, during class, of the students’ learning. Cuizz allows the teacher to change the course of their class based on a quick, activity-based evaluation of the students’ learning of...

'HETHER the classroom teacher has academic freedoms which go along with his professional responsibilities is a concern largely unanswered. Up to now, court decisions have established only the personal rights of teachers to make private choices on out-of-school matters. Teacher rights on instructional matters remain to be determined by courts and other quasi-judicial conflict-resolving agencies....

teacher questions are claimed to be constitutive of classroom interaction because of their crucial role both in the construction of knowledge and the organization of classroom proceedings (dalton puffer, 2007). most of previous research on teachers’ questions mainly focused on identifying and discovering different question types believed to be helpful in creating the opportunities for learners’...