The establishment of the National Board for Professional Teaching Standards in 1987 and the Interstate New Teachers Assessment and Support Consortium (IN-TASC) in 1992 called for the development of performance-based assessment for teacher certification. This paralleled the development of curriculum standards and standardized achievement testing in K-12 educational settings. It has been our expe...

Currently, politicians, university representatives, scholars and leading NGOs share a strong belief in the ability of educational systems to generate positive attitudes to sustainable development (SD) among citizens, with the idea of Education for Sustainable Development (ESD) as perhaps the most apparent expression of this conviction. The aim of this paper is to investigate whether ESD might h...

Helen Ladd takes a comparative look at policies that the world's industrialized countries are using to assure a supply of high-quality teachers. Her survey puts U.S. educational policies and practices into international perspective. Ladd begins by examining teacher salaries-an obvious, but costly, policy tool. She finds, perhaps surprisingly, that students in countries with high teacher salarie...

In the present study, we designed a model of self-regulated inquiry that connects theory to practice for teachers to deepen their understanding of the core beliefs, commitment, and the experiences shaping their professional identity. The rationale of this model was grounded in motivational and identity theories related to self-regulation, self-efficacy, and goal setting. We posed three question...

Previous studies of the relationship among working memory function, academic performance, and behavior in children have focused mainly on clinical populations. In the present study, the associations of the performance in audio- and visuospatial working memory tasks to teacher reported academic achievement and psychiatric symptoms were evaluated in a sample of fifty-five 6-13-year-old school chi...

The Spanish National Distance Education University (UNED) Model is presented in which traditional distance courses are complemented by CiberUNED services. The methodology used from the teacher’s point of view is analysed and an overview of the strategies that has been emphasized using virtual courses are presented. The Avicenna Virtual Campus Research Eumedis Project is presented. 1.Introductio...

In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogic...

Lost in Translation? Teacher Training and Outcomes in High School Economics Classes Using data on 24 teachers and 982 students from a 2006 survey of California high school economics classes, we assess the effects of student and teacher characteristics on student achievement. We estimate value-added models of outcomes on multiple choice and essay exams, with matched classroom pairs for each teac...

Children's interactions with peers in early childhood have been consistently linked to their academic and social outcomes. Although both child and classroom characteristics have been implicated as contributors to children's success, there has been scant research linking child temperament, teacher-child relationship quality, and peer interactions in the same study. The purpose of this study is t...

This study examined the cross-sectional relations between teacher-child relationship quality (TCRQ) and math and reading achievement in a socio-economically diverse sample of Chinese American first- and second-grade children in immigrant families (N=207). Teachers completed a questionnaire measuring TCRQ dimensions including closeness, conflict, and intimacy, and children completed a questionna...