Studies such as the Effective Teachers of Numeracy Study (Askew, Brown, Rhodes, Johnson, & Wiliam (1997) have contributed much to our understanding of what constitutes effective teaching of numeracy. This paper aims to build on these findings and to contribute a model that could be used to understand teachers’ numeracy practices and the factors that influence these practices. Through a synthesi...

Reading comprehension is a significant concern for adolescents with learning disabilities (LD), particularly in secondary schools in the United States (US) where content is taught primarily through textbooks. Surprisingly little is known about the actual reading instruction for students with LD in secondary classrooms. Thus, the purpose of this study was to examine the reading comprehension ins...

Instructional improvement initiatives in many districts include content-focused coaching as a primary form of job-embedded support for teachers. However, the current coaching literature provides little guidance about the types of activities in which coaches should engage teachers in order to support their development of ambitious instructional practices. Furthermore, when researchers do propose...

This article‘s primary objective is to unfold how teachers translate education for sustainable development (ESD) in a school context. The article argues that exploring tensions, ruptures and openings apparent in this meeting is crucial for the development of existing teaching practices in relation to ESD. The article draws on doctoral research involving interviews with researchers and teachers ...

The study investigated a relationship between National Board certification and perceived use of developmentally appropriate practices (DAP). A self-developed survey, the Early-childhood Teacher Inventory of Practices, was e-mailed to participants. Participants included 246 non-National Board-certified (non-NBCT) and 135 National Board-certified (NBCT) early childhood teachers. Descriptives were...

The problem addressed in this study was the exploration of present uses of technology in secondary social studies classrooms and secondary social studies teachers’ perceptions of effective technology integration. This survey study examined teachers’ and students’ technology use, teachers’ pedagogical practices, teachers’ beliefs about technology and motivations when using technology, and teache...

The effects of ICT on school: teachers' and students' perspectives Liisa Ilomäki University of Turku Finland The purpose of this study was to investigate the effects of information and communication technology (ICT) on school from teachers’ and students’ perspectives. The focus was on three main subject matters: on ICT use and competence, on teacher and school community, and on learning environ...

This paper presents the project Science and Mathematics Teachers of the Future. The aim of the project is to develop and implement a graduate level equivalent degree program in mathematics and science instruction for in-service teachers of lower secondary education. This aim is achieved in the programme through involving the teachers in design, implementation and evaluation of innovative instru...

Implementing evidence-based practices (EBPs) for children with autism is challenging for teachers because these practices are often complex, requiring significant training and resources that are not available in most school settings. This brief investigation was designed to identify areas of strength and difficulty for teachers implementing one such EBP, pivotal response training (PRT). Observa...

A ssessment is unquestionably one of the teacher’s most complex and important tasks. What teachers assess and how and why they assess it sends a clear message to students about what is worth learning, how it should be learned, and how well they are expected to learn it. As a result of increased influences from external high stakes tests, teachers are increasingly working to align their CAs with...