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Relevant bibliographies by topics / Practice and training teachers

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Academic literature on the topic 'Practice and training teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Practice and training teachers"

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Huxley, Linda, Elizabeth Freeman, and Erica Frydenberg. "Coping skills training: Implications for educational practice." Australian Educational and Developmental Psychologist 24, no. 2 (2007): 44–68. http://dx.doi.org/10.1017/s0816512200029205.

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AbstractDuring the last decade there has been a call for schools to become more active in the promotion of students’ social and emotional learning (SEL). Given that teachers are significant adults in young people’s lives, they are often in the best position to deliver SEL programs. This small in-depth study investigated the impact of implementing a specific SEL program, “The Best of Coping”, on both the teacher and a class of 26 Year 9 (15-16 years) students. The study used a mixed methodology to evaluate the impact of the program. Both quantitative and qualitative data, including two case stu

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Campana, Phillip J., and Michael Grenfell. "Training Teachers in Practice." Die Unterrichtspraxis / Teaching German 35, no. 1 (2002): 103. http://dx.doi.org/10.2307/3531972.

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Barnes, Ann. "Training teachers in practice." Teacher Development 2, no. 3 (1998): 491–95. http://dx.doi.org/10.1080/13664539800200277.

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Bhebhe, Sithulisiwe, Tawanda Runhare, and Ratau John Monobe. "Training music teachers through distance learning: The case of teaching practice mentoring at one primary school teacher training college in Zimbabwe." British Journal of Music Education 32, no. 3 (2015): 259–71. http://dx.doi.org/10.1017/s0265051715000339.

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This study sought to examine the quality of teaching practice (TP) mentoring in the teaching of music at primary school level through the distance mode of training at one college of education in Zimbabwe. The study examined the experiences and perceptions of lecturers and student teachers on TP mentoring in music within the context of a distance mode of teacher training. A purposive sample of 17 music student teachers and 11 lecturers was selected. The study employed a qualitative case study research design in which one-on-one interviews, focus group discussions and documentary analysis were u

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Sam Mbuli, Rose, and Jiajun Zhang. "Analysis of teacher professional development in Tanzania: View point school management practice." Journal of Social Sciences Advancement 1, no. 01 (2020): 30–37. http://dx.doi.org/10.52223/jssa20-010104-04.

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The study analyse teacher professional development (PD) in Tanzania in view of school management practice in supporting teacher professional development. The present study take school management practice as a factor which can affect teacher professional development. The instruments which are used for the purpose of data collection were interviews, questionnaires, focus group and documentary review. The study examined the prevalence of teacher’s initiated management practices such as planning & scheduling, short term training programs & seminars, formal mentoring program, meeting held a

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Kharchenko, Tetiana, Larysa Udovichenko, and Maryna Zvereva. "IMPLEMENTATION OF COMPETENCE APPROACH IN PROFESSIONAL TRAINING OF FOREIGN LANGUAGE TEACHERS-IN-TRAINING." Educological discourse 32, no. 1 (2021): 156–79. http://dx.doi.org/10.28925/2312-5829.2021.1.6.11.

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The paper proves that applying reflexive practices in the training process at the specialized seminar on the analysis of practices is a significant component of the competence approach implementation. It was found out that training students to analyze complicated in-class situations under the supervision of an experienced trainer who observes, sets the paths, supports and assists them in interpreting their own methods of teaching and professional behavior, is an efficient technique of training. Studying the case of the module course called Analysis of Teacher’s Practices, introduced at the Hig

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Seney, Robert W., and Mark A. Mishou. "The importance of mindfulness training for teachers." Gifted Education International 34, no. 2 (2017): 155–61. http://dx.doi.org/10.1177/0261429417716349.

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After discussing informal feedback from a district workshop for teachers of the gifted on the practice of mindfulness, the authors asked the question: Does research support the shared reactions of these teachers? A review of the literature showed there are a growing number of studies on mindfulness, but research on teachers and mindfulness is limited. However, the existing research supports the concept that teacher training in the practice of mindfulness is positive especially in the area of teacher burnout.

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DENISOVA, OLGA A., OLGA L. LEKHANOVA, VALENTINA N. PONIKAROVA, and TAT'YANA V. GUDINA. "FEATURES OF TRAINING TEACHERS ENGAGED IN INCLUSIVE PRACTICE." Cherepovets State University Bulletin 4, no. 97 (2020): 222–33. http://dx.doi.org/10.23859/1994-0637-2020-4-97-20.

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The article considers the problem of training teachers for the implementation of inclusive education. It can be stated that modern educational institutions need specialists who carry out inclusive practices, are able to accept a child with disabilities, ready for the timely identification of this category of children, and the organization of various forms and types of assistance to them, taking into account individual and personal characteristics. The model of psychological and pedagogical support of inclusive education teachers on the formation of specialist’s professionally important qualiti

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Bernard, Paweł, and Karol Dudek-Różycki. "THE IMPACT OF PROFESSIONAL DEVELOPMENT IN INQUIRY-BASED METHODS ON SCIENCE TEACHERS’ CLASSROOM PRACTICE." Journal of Baltic Science Education 19, no. 2 (2020): 201–19. http://dx.doi.org/10.33225/jbse/20.19.201.

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Inquiry-based methods have become very popular in science education all over the world. In Europe, they were strongly advocated in years 2007-2013 within the 7th EU Framework Programme projects, and in that time, in many countries teacher educational programmes (TEP) in inquiry were developed and implemented. However, there has been limited information on how effective those trainings are, and how teachers bring theory into practice. Therefore, the aim of this research was to determine the impact of training in inquiry-based methods on the teachers’ professional practices. The training consist

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Nurkamto, Joko, and Teguh Sarosa. "Engaging EFL Teachers in Reflective Practice as A Way to Pursue Sustained Professional Development." International Journal of Pedagogy and Teacher Education 4, no. 1 (2020): 45. http://dx.doi.org/10.20961/ijpte.v4i1.26082.

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<p>Reflective practice has become a significant aspect in determining good teaching and learning practices and is an important part of professional practice and professional growth. However, English teachers in Indonesia has not been able to perform reflection on their teaching in order to improve their teaching practice. This study reports the results of an intensive training held by PKM UNS to help teachers develop a reflective teaching habit. The participants were 30 English teachers of Islamic Senior High School in Solo Raya. Observation field notes and teacher assignments were used

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Dissertations / Theses on the topic "Practice and training teachers"

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Segall, Avner. "Disturbing practice : reading and writing (social studies) teacher education as text." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/NQ46419.pdf.

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Alexander, Dorothy Jean. "Developmentally Appropriate Practice and Preschool Teachers' Perceptions| Theory Versus Practice." Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621971.

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<p> The National Association for the Education of Young Children (NAEYC) Position Statement of Developmentally Appropriate Practices (2009) serves as a pedagogical framework for best practice among early childhood educators. Developmentally Appropriate Practice (DAP) is guided by what is known about how children develop and learn. Teachers draw upon these principles to make decisions about planning experiences which promote learning and optimize children's growth. The DAP statement is accepted in the early childhood field as the standard by which quality early learning experiences are defined

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Hamilton, Mary Lynn E. "The practical argument staff development process, school culture and their effects on teachers' beliefs and classroom practice." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184857.

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This qualitative study investigates the interaction among teachers' beliefs, their practices, and the practical argument staff development process in two schools and suggests how school culture may affect that interaction. The subjects for this study were the intermediate teachers from two of the schools participating in the OERI Study, A Study Teachers' Research-Based Instruction of Reading Comprehension (RIS). This study was designed to investigate the proposal in staff development/teacher change literature that conscious examination of beliefs facilitates teacher change. Furthermore, this s

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Elligate, John Edward, and res cand@acu edu au. "Developing Better Practice for Beginning Primary Teachers: The significance of the practicum." Australian Catholic University. Trescowthick School of Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp182.20112008.

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“Practicum” refers to the time students undertaking initial teacher education programs spend in schools during their training. Its purpose is to enable the university and accredited teachers to assist student teachers to gain experience in translating educational theory into classroom practice. It is recognised as a vital component of teacher education. In 1998 the Australian Catholic University (ACU National) Melbourne campus, introduced the ‘extended practicum’ into their teacher education program. The extended practicum, undertaken by students in their final year, is significant to student

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Makeleni, Sive. "Foundation Phase male student-teachers’ experiences during Teaching Practice: Implications for Initial Teacher Training." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/5171.

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The aim of this study was to explore experiences of Foundation Phase male studentteachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological desig

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Bastos, Heloisa Flora. "Changing teachers' practice : towards a constructivist methodology of physics teaching." Thesis, University of Surrey, 1992. http://epubs.surrey.ac.uk/919/.

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Hull, Barbara May. "The effects of the National Curriculum on infant teachers' practice." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10020271/.

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The study seeks to explore the individual responses of six teachers, faced with a major change in their professional lives i.e. the introduction of the national curriculum. Chapter 1 traces the development of infant education and the emergence of teachers of very young children. It begins by exploring the role of governesses and goes on to examine images of infant teachers as they have been revealed through literature. It poses the hypothesis that female primary school teachers have, historically, had constraints on their career development in a way which men have not. Chapter 2 gives an accou

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Chan, Yuk-fai Ronald, and 陳玉輝. "Building a collaborative culture in teaching practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960698.

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Lo, Fei-yin, and 盧飛燕. "Teacher learning in communities of practice: improving teaching through analysis of classroom videos." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329964.

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Due to the new demands placed upon schools in our current learning society, teachers are expected to learn continuously. However, not much is known about how teachers learn. Three major problems are identified in the emerging literature. First, little is known about what constitutes meaningful learning from the teachers’ own perspectives. Second, there is a lack of a common framework for analysing and comparing findings across different studies on the process of teacher learning. This is a major obstacle in advancing the field. Third, factors affecting teacher learning are often studied in an

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Al-Tobi, Abdullah Saif Mohammed. "Educating prospective science teachers in Oman : evaluating initial training programmes." Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/3942/.

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This study has investigated the effectiveness of an initial teacher training programme provided by the Omani Colleges of Education in preparing science teachers. To understand the phenomena of this research, to give a picture as clear as possible of the topic under study and to determine the information that needs to be collected, a framework was established. A combination of qualitative and quantitative tools (questionnaires, interviews and document examination) was used to meet the aims of this study. The questionnaires and interviews were designed and tailored to relate specifically to the

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Books on the topic "Practice and training teachers"

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Training teachers in practice. Multilingual Matters, 1998.

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Richards, Jack C. Practice teaching: A reflective approach. Cambridge, 2011.

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Effective instructional strategies: From theory to practice. 3rd ed. SAGE Publications, 2012.

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The teacher: Theory and practice in teacher education. Routledge, 1989.

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Professional learning as relational practice. Springer, 2010.

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Committee of Vice-Chancellors and Principals of the Universities of the United Kingdom. Academic staff training: Code of practice on academic staff training in universities. The Committee, 1987.

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Carter, Margie. Training teachers: A harvest of theory and practice. Redleaf Press, 1994.

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Edith Cowan University. Faculty of Education. Professional practice guidelines. The Faculty, 1993.

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Lee, Wai Heng. Reflective practice in Malaysian teacher education: Assumptions, practices and challenges. Marshall Cavendish Academic, 2004.

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GTZ-Basic Education Program for Afghanistan, ed. Tadrīs-i āmūzī: Practice teaching. Vizārat-i Maʻārif, Riyāsat-i Tarbīyah-i Muʻallim, 2007.

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Book chapters on the topic "Practice and training teachers"

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Howard, Anne McLellan. "Bangladeshi English Language Teachers’ Use of Transnational Teacher Training." In Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64140-5_4.

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Crane, Rebecca S., and Barbara Reid. "Training Mindfulness Teachers: Principles, Practices and Challenges." In Resources for Teaching Mindfulness. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30100-6_6.

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Utsumi, Miriam, Irene Cazorla, and Verônica Yumi Kataoka. "Statistical Training of Pre-service Teachers with Application in School Practice." In The Teaching and Learning of Statistics. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23470-0_33.

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Connolly, Thomas, Nina Tsvetkova, and Plama Hristova. "Gamifying Teacher Training: Simulated Practice Learning for Future and Practising Teachers Interacting with Vulnerable Learners." In Advances in Game-Based Learning. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44526-3_5.

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Poetsch, Susan, Michael Jarrett, and Gary Williams. "Building on Achievements: Training Options for Gumbaynggirr Language Teachers." In Promising Practices in Indigenous Teacher Education. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6400-5_13.

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Morselli, Daniele. "The Change Laboratory in Practice." In The Change Laboratory for Teacher Training in Entrepreneurship Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02571-7_4.

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Hampel, Regine, and Ursula Stickler. "Introduction: From Teacher Training to Self-Reflective Practice." In Developing Online Language Teaching. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137412263_1.

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Zhang, Kaili, and Deirdra I.-Hwey Wu. "Towards a Holistic Teacher Education: Spirituality and Special Education Teacher Training." In Spirituality across Disciplines: Research and Practice:. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31380-1_11.

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Avis, James, and Kevin Orr. "The New Professionalism: An Exploration of Vocational Education and Training Teachers in England." In International Handbook of Research in Professional and Practice-based Learning. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8902-8_40.

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Drožđek, Sara, and Jože Rugelj. "Creating Multimedia Learning Materials for Improved Teacher Training." In Digital Turn in Schools—Research, Policy, Practice. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7361-9_10.

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Conference papers on the topic "Practice and training teachers"

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Afonina, E. A. "Personality-Based Approach To Teachers’ Training College Bachelor Training For Professionally- Related Practice." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.2.

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Anisimova, Olga Sergeevna. "Conditions for improving the professional competence of primary school teachers in educational work." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-22222.

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The teacher is a significant figure in the formation and development of the student's personality. In this regard, the task of preparing a primary school teacher of a new type is relevant. This article discusses such a topic of educational development in the Russian Federation as conditions for increasing the professional competence of an elementary school teacher. The urgency of the problem is caused by the strengthening of the requirements in all spheres of labor activity for professional training in the conditions of a market economy. The author dwells on the analysis of those qualities tha

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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teachi

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Kurtieva, Ella Mambetovna. "The voice-training specific features for future music teachers in university." In 8th International research and practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-114572.

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Benedek, András, and György Molnár. "OPEN CONTENT DEVELOPMENT (OCD) IN THE PRACTICE OF TEACHERS' TRAINING." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0228.

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Hai, Tuong Duy, and Nguyen Thanh Huong. "Teacher training of secondary – Orient from the point of view practice." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019508.

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Lukashenia, Zoya, Lidia Chepikova, and Hanna Rudneva. "Consulting Support of Technologization of Professional Practice of a Teacher." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.049.

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The article presents the results of experimental work on consulting support of professional practice of a teacher, which introduces local innovations. These innovations are initiated by teachers who need advice on developing a project to implement them in their professional activities. Innovative changes developed by the teacher infringe the order in the implementation of existing professional practice, which leads to the need for its technologization. The presented circumstances actualize consulting support as a form of teacher training directly at the workplace. The purpose of the research s

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Kanobana, Sibo, and Bart Deygers. "Influencing pre-service teachers’ beliefs and practices: a case for an experimental teaching experience." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2465.

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Previous research has indicated that experience is a more effective tool than theory in changing the teaching beliefs of prospective teachers. This qualitative case study includes the perspectives of stakeholders of a teacher training programme in order to determine the influence of its practical components on pre-service teachers' beliefs and practices. The qualitative study corroborates the findings of earlier studies that showed the limited impact of theoretical knowledge, but also shows that even a comparatively limited experiential component can have a substantial influence on pre-service

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Mura, Giulia, Mirella Ferrari, and Davide Diamantini. "Training school teachers to the use of ICT – a preliminary study on motivation and attitude to innovation." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2859.

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As part of a project introducing digital technologies in the daily practice of primary and secondary school teacher’s of an Italian municipality, the whole body of teachers was enrolled in a training course on the use of ICT in didactic. Before the beginning of the training , data on three main topics (attitude towards teaching, ICT expertise, attitude towards training on the use of ICT,) were collected via a pen and paper questionnaire. The aim of the questionnaire was to help identifing factos facilitating and preventing a successful exit of training, in order to better costumize it. A total

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Baffa Lourenço, Ariane, Salete Linhares Queiroz, and Armin Weinberger. "PRE-SERVICE CHEMISTRY TEACHERS´ BELIEFS ABOUT ARGUMENTATION AND ARGUMENTATIVE PRACTICE." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.14.

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The purpose of this research was to gain an understanding of pre-service chemistry teachers’ beliefs about argumentation and argumentative practice in the context of school after they have participated in intentional argumentation training. A month after completing their training, the researchers conducted interviews with them and analyzed the responses using the content analysis method in which there are a de-contextualisation, re-contextualisation, categorization, and compilation of information. The results show that pre-service chemistry teachers´ beliefs about argumentative practice are in

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Reports on the topic "Practice and training teachers"

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure D

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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB prog

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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB prog

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staige

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c

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Meacham, Colleen. Can a Three-Day Training Focusing on the Nature of Science and Science Practices as They Relate to Mind in the Making Make a Difference in Preschool Teachers' Self-Efficacy Engaging in Science Education? Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5960.

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Yeo, Marie. South Korean Teachers' Beliefs about Diversity: the Impact on Practice of Multicultural Education. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.3116.

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Carpenter, Jan. Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.395.

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Thieman, Gayle. Factors Influencing Middle School Teachers to Change Classroom Practice in Response to Standards-Based Reform. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1460.

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Seger, Marilyn. A Study of Special Preparation and Training Needs of Middle School Teachers. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1226.

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