Problem Statement: Student teachers’ beliefs and conceptions affect not only what and how they learn in teacher education programs, but also their future professional development in their teaching careers. Examining and understanding student teachers’ beliefs and conceptions is therefore crucial to improving their professional preparation and development, as well as the effectiveness of teacher...

the aim of the present study was to examine the casual relationship of parental bonding with bullying in schools, mediated bypersonality characteristics and student-teacher relationship quality. 200 second-grade male high-school students in ahvaz were selected using multi-stage random sampling method. the data were collected by the parental bonding instrument (pbi), neo-personality inventory-re...

1Learning Research andDevelopmentCenter, University of Pittsburgh, Pittsburgh, PA, USA 2Educational Studies, GhentUniversity, Ghent, BE 3Department of Teacher Professional Development, University of Twente, Enschede, TheNetherlands Correspondence SusanMcKenney,DepartmentofTeacher ProfessionalDevelopment,University ofTwente, Enschede, 7500AE,TheNetherlands. Email: [email protected] Abstr...

Participating in a research-oriented teacher education program, 20 university graduates from China were invited to teach Chinese as a foreign language in western Sydney schools and conducted teacher research for one and half years. By analysing their research on their own teaching through a qualitative approach, this study attempted to identify the factors that influenced their self-efficacy in...

This study examined the effects of a support course for student teachers who served as mentors of school children over one school year in the Perach Mentoring Project (PMP). One hundred student teacher mentors responded to a questionnaire that examined the student teacher mentors' role perceptions, mentoring performance and support sources. The findings indicate that participation in mentoring ...

Teachers intentionally pick the most informative examples to show their students. However, if the teacher and student are neural networks, the examples that the teacher network learns to give, although effective at teaching the student, are typically uninterpretable. We show that training the student and teacher iteratively, rather than jointly, can produce interpretable teaching strategies. We...

We used a random-assignment experiment in Los Angeles Unified School District to evaluate various non-experimental methods for estimating teacher effects on student test scores. Having estimated teacher effects during a pre-experimental period, we used these estimates to predict student achievement following random assignment of teachers to classrooms. While all of the teacher effect estimates ...

This study examined whether the dopamine transporter DAT1 and the dopamine receptor DRD4 genes moderate the effect of student-reported teacher-student relationship affiliation or dissatisfaction on parent-reported adolescent rule-breaking behavior and behavioral engagement. The sample included 1053 adolescents (51% boys, Mage=13.79) from grades 7 to 9. Regression analyses were conducted using M...

Valid measurement of how students' experiences in secondary school classrooms lead to gains in learning requires a developmental approach to conceptualizing classroom processes. This article presents a potentially useful theoretical model, the Teaching Through Interactions framework, which posits teacher-student interactions as a central driver for student learning and that teacher-student inte...