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We examined the impact of a state mandated K-12 mathematics professional development course on knowledge, self-efficacy and beliefs of nearly 4,000 teachers and administrators. Participants completed the Mathematical Thinking for Instruction course, emphasizing student thinking, problem-solving, and content knowledge specific to mathematics instruction. Inventories utilizing items from the Lear...

This qualitative case study explores a language teacher educator’s beliefs and practices regarding pre-primary English education in Macau. The focal participant was an experienced (20 years) educator who is native speaker of American English. data were collected over five years, include written reflections, classroom observations, course syllabi, interviews. findings reveal that the held six ma...

Recent national (CDW-G, 2006) and international (Voogt, 2008) reports paint a promising picture of classroom teachers’ current efforts to use technology to support student learning. For example, among the 1000 teachers who responded to the Teachers Talk Tech survey, 790 teachers (79%) self-reported using computers “to teach students” (CDW-G). However, other research, resulting from both large (...

the present study-both qualitative and quantitative--explored fifty efl learners’ preferences for receiving error feedback on different grammatical units as well as their beliefs about teacher feedback strategies. the study also examined the effect of the students’ level of writing ability on their views about the importance of teacher feedback on different error types. data was gathered throug...