This paper reports on a research project in which a group of teachers in a pre-school teacher education programme based at a “satellite” study centre in a distant rural area used a student-centred learning approach as a means to bridge the distance in the social relationship. A qualitative approach was taken that aimed to develop a greater understanding of the teacher-student relationship throu...

The critical role and effect of teacher assessment in ELT has been ratified by researchers among whom are Darling-Hammond (2000); Knox (2002); Bailey (2006); Davison & Cummins (2007); and Blum (2009).Taking this issue into account, this exploratory study seeks to investigate the underlying criteria of both recruiting and assessing in-service EFL teachers in private language institutes of Iran. ...

Teachers Assessment and Profiling System (TAPS) is a unique kind of approach to examine weaknesses and strengths of a teacher so that he/she may be advised to improve his/her teaching expertise. There are many software and commercially available tools for this purpose. What makes our approach distinguished from other is that a Fuzzy Rule Based System (FRBS) is proposed for assessment and for pr...

In this article the role of teachers in Teacher Assessment in England is explored. Teacher Assessments consist of professional judgements made at ages 7,11 and 14 against the criteria of an eight-level scale, based on teachers’ ongoing teaching rather than by testing. These judgements are set alongside test results and have equal weight in reporting National assessment results, so they play a s...

Teacher training programs should provide evidence that they are preparing teacher trainees for their teaching career. However, the literature contains few evaluation reports of the layout of the pre-service EFL teacher training program in Iranian EFL context, a gap which this study tries to fill. The participants of the study were high school EFL teachers (n = 346), teacher trainees (n = 97) an...

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This study compared the effectiveness of a multiple-stimulus-without-replacement (MSWO) preference assessment and teacher preference ranking in identifying reinforcers for use in a general education setting with typically developing elementary-school children. The mean number of digits correctly answered was greater in the MSWO-selected reward and the teacher-selected reward conditions relative...