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Teaching and Teacher Education: An International Journal of Research and Studies

October 2007 Volume 23, Number 7

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Table of Contents

Number of articles: 17

  1. Ethics in classroom assessment practices: Issues and attitudes

    Susan K. Green, Robert L. Johnson, Do-Hong Kim & Nakia S. Pope

    Student evaluations should “be ethical, fair, useful, feasible, and accurate” [JCSEE (2003). The student evaluation standards. Arlen Gullickson, Chair. Thousand Oaks, CA: Corwin]. This study... More

    pp. 999-1011

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  2. Evaluation of 2+2 alternative teacher performance appraisal program in Shanxi, People's Republic of China

    Weiping Wang

    This study examined the impact of the 2+2 Alternative Teacher Performance Appraisal System that has been implemented in Shanxi province in China. A mixed research design was used to evaluate the... More

    pp. 1012-1023

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  3. “How will I get them to behave?”: Pre service teachers reflect on classroom management

    Edy Hammond Stoughton

    This study examines how pre-service teachers think about disconnections between what they believe about teaching, what they learn in their university coursework, and what they observe of behaviour ... More

    pp. 1024-1037

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  4. Differences in teachers’ comments on classroom events as indicators of their professional development

    Edgar Krull, Kaja Oras & Sirje Sisask

    This study aims at identifying indicators of schoolteachers’ professional development by learning teachers’ perceptual and thinking capabilities of classroom events as reflected in their comments. ... More

    pp. 1038-1050

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  5. Supporting novice elementary mathematics teachers’ induction in professional communities and providing innovative forms of pedagogical content knowledge development through information and communication technology

    Nancy Dalgarno & Lynda Colgan

    This paper reports on the needs identified as important to 27 novice elementary mathematics teachers and examines how Connect-ME, an online mathematics community, provides these supports.... More

    pp. 1051-1065

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  6. Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework

    Sylvia Yee Fan Tang & Alice Wai Kwan Chow

    This article seeks to understand the ways in which feedback was communicated in post-observation conferences in teaching practice supervision within the learning-oriented field experience... More

    pp. 1066-1085

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  7. Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs

    Kamau Oginga Siwatu

    Guided by the theoretical and empirical research on self-efficacy and outcome expectancy beliefs, and the Culturally Responsive Teaching Competencies [Siwatu, K.O. (2006a). The development of the... More

    pp. 1086-1101

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  8. The contribution of action-research to training teachers in intercultural education: A research in the field of Greek minority education

    Kostas Magos

    The article describes the framework, the methodology and the results of an educational research in the field of Greek minority education. The aim of the research was to explore whether action... More

    pp. 1102-1112

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  9. The impact of teacher preparation on responses to student aggression in the classroom

    Heather K. Alvarez

    Despite advances in the development and implementation of school-based interventions, aggression in American schools remains a significant problem for educators. The present study examines the... More

    pp. 1113-1126

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  10. Towards an articulation of expert classroom practice

    Janet Ainley & Michael Luntley

    We report on a small scale study with six experienced teachers of mathematics in which we have applied a general theoretical model of expert practice (developed by the second author) to explore the... More

    pp. 1127-1138

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  11. Teaching portfolios, community, and pre-service teachers’ professional development

    Susan Wray

    This article describes the findings of a qualitative study examining the extent to which participation in a portfolio-focused teacher learning community impacts pre-service teachers’ understanding ... More

    pp. 1139-1152

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  12. Pupil guidance: An integral part of teacher education and development in Scotland?

    Valerie Wilson, Stuart Hall & John Hall

    Many schools throughout the UK are experiencing challenging behaviour from pupils and high levels of absence and exclusion as they seek to implement initiatives aimed at raising pupil attainment ... More

    pp. 1153-1164

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  13. Dilemmas in crossing the boundaries: From K-12 to higher education and back again

    Cheryl J. Craig

    For the purpose of reflective analysis, this article, which employs narrative inquiry as a research methodology, combines two “crossing the boundaries” dilemmas I experienced over the course of a... More

    pp. 1165-1176

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  14. Teachers’ mental health and teaching levels

    Viviane Kovess-Masféty, Carmen Rios-Seidel & Christine Sevilla-Dedieu

    The purpose of this study was to determine the prevalence and to identify the occupational risk factors of both psychiatric disorders and psychological distress for public school teachers in France... More

    pp. 1177-1192

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  15. Metaphorical duality: High school subject departments as both communities and organizations

    Wayne Melville & John Wallace

    This article investigates the metaphorical duality that exists when school subject departments are concurrently conceptualized as both communities and organizations. Employing a narrative... More

    pp. 1193-1205

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  16. Exploring the relationship between certification sources, experience levels, and classroom management orientations of classroom teachers

    Janice Toterhi Ritter & Dawson R. Hancock

    Teachers continue to report that classroom management is one of their greatest challenges in the classroom. Classroom management involves teacher's efforts to oversee classroom activities such as... More

    pp. 1206-1216

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  17. An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning

    Aisling M. Leavy, Fiona A. McSorley & Lisa A. Boté

    Examination of prospective teachers’ beliefs about teaching and learning on entry to teacher education programs, and tracking the development of these beliefs in light of academic and field-based... More

    pp. 1217-1233

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