Τετάρτη, 6 Ιουλίου 2016

Teaching and Teacher Education

Teaching and Teacher Education


  Vol. 58, 8/2016

 
  • Small stories in online classroom discussion as resources for preservice teachers’ making sense of becoming a bilingual educator, Eunjeong Choi, Rachel E. Gaines, Jeong-bin H. Park, Kyle M. Williams, Diane L. Schallert, Li-Tang Yu, Jeonghyun Lee
  • If you build it, will they reflect? Examining teachers' use of an online video-based learning, Meg Schleppenbach Bates, Lena Phalen, Cheryl G. Moran
  • Teachers treat aggressive children: An outcome study, Zipora Shechtman, Rony Tutian
  • ‘More like the kids than the other teachers’: One working-class pre-service Teacher’s experiences in a middle-class profession, Jo Lampert, Bruce Burnett, Stevie Lebhers
  • Building teacher and school capacity to teach to ambitious standards in high-poverty schools, Elizabeth Leisy Stosich
  • The affordances of teacher professional learning communities: A case study of a Chinese secondary school, Xiao Cheng, Li-ying Wu
  • A framework for facilitating video-mediated reflection: Supporting preservice teachers as they create ‘warranted assertabilities’ about literacy teaching and learning, Andrea Gelfuso
  • Evidence for no-one: Standards, accreditation, and transformed teaching work , Debra Talbot
    Positioning in identifying narratives of/about pre-service mathematics teachers in field practice, Reidar Mosvold, Raymond Bjuland
  • Past perceptions and future expectations: Sensed dis/continuity at the start of teacher education, M. van Rijswijk, Sanne F. Akkerman, Harmen Schaap, Jan van Tartwijk
  • Conceptualising a pedagogical cultural identity through the narrative construction of early career Aboriginal teachers' professional identities, Cathie Burgess
  • Cut to the core practices: Toward visceral disruptions of binaries in PRACTICE-based teacher, Elizabeth Dutro, Ashley Cartun
  • Extending experiential learning in teacher professional development, Carina Girvan, Claire Conneely, Brendan Tangney
  • Teacher leadership development and principal facilitation: Novice teachers’ perspectives, Annie Y.N. Cheng, Elson Szeto
  • Teacher assessment literacy in practice: A reconceptualization, Yueting Xu, Gavin T.L. Brown
  • Can professional development of teachers reduce disparity in student achievement?, Kane Meissel, Judy M. Parr, Helen S. Timperley
  • The influence of preschool teachers’ content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play, Elisa Oppermann, Yvonne Anders, Axinja Hachfeld


http://www.sciencedirect.com/science/journal/0742051X/58

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