Teacher education and professional development

This study aimed to inνestigate the relationship between internet addiction, attitude towards internet usage, and anger issues among uniνersity students. A total of 300 uniνersity students completed a surνey assessing their leνels of internet addiction, attitude towards internet usage, and anger issues. Results indicated that a significant proportion of uniνersity students reported symptoms of internet addiction, with a higher proportion of male students reporting addiction compared to female students. Attitude towards internet usage was found to be significantly related to internet addiction, with those holding more positiνe attitudes towards internet usage reporting higher leνels of addiction. Anger issues were also found to be significantly related to internet addiction, with higher leνels of addiction associated with more frequent and intense anger outbursts. These findings highlight the importance of promoting healthy attitudes towards internet usage and addressing internet addiction among uniνersity students to preνent negatiνe outcomes such as anger issues.

This survey research was completed at a regional university to determine students' satisfaction of online courses in a principal and superintendent certification program in one educational leadership department. This study explored the students' satisfaction of course components: instruction, communication, assessment, leadership, teamwork, professionalism, and respect/diversity. The findings on the first cohort survey with a hybrid format of course delivery, the 2005 baseline, showed a positive satisfaction with overall means between 3.79 and 4.48 on a five point Likert-scale with a 5 meaning strong agreement with satisfaction. The lowest area of satisfaction was the category of cohort teamwork (M = 3.79) and the highest area of satisfaction was the category of assessment (M = 4.48). The most recent group of students (2009) with a totally online delivery format completed the survey and showed an overall positive satisfaction with overall means between 3.77 and 4.30 on a five point Likert-scale with a 5 meaning strong agreement with satisfaction. The lowest area of satisfaction was the category of teamwork (M = 3.77) and the highest are of satisfaction was the category of instruction (M = 4.30).

The readability tools allow us to measure the readability of a text. The previous studies have elaborated the use of readability tools to analyze reading materials, but it is relatively sparse regarding the teaching of readability tools especially involving the second language teaching education (SLTE) program as a context. Therefore, this study aimed to explore the acceptance of pre-service English as a foreign language (EFL) teacher upon readability text tools. It covers their acceptance towards the tools, the extent to how the pre-service teachers accept the Web-FX and Readability Analyzer as readability tools and seeks for participants’ concerns using the tools. The study was conducted at one English Language Education Study Program at in East Java, Indonesia, involving 33 third-year undergraduate students taking pre-teaching program. Having incorporated a qualitative data analysis approach on the students’ text analysis reports and interviews, the study revealed that the participants have positive acceptance of the tools for several reasons. Some final concerns from pre-service teachers after readability tools teachings are presented, including suggestions for future research related to readability tools.

All learners must have access and opportunity to engage meaningfully in the highest levels of mathematics. Mathematics specialists are uniquely situated to contribute to the creation of access and equity for all learners by addressing three target areas with their mathematics teachers and administrators. In order to catalyze change, mathematics specialists need to be prepared to target three obstacles to access and equity: beliefs and expectations, curriculum and instruction, and intervention. This preparation can take place through leadership courses intentionally created to explore the role of change agent and provide practice in negotiating the role.

All learners must have access and opportunity to engage meaningfully in the highest levels of mathematics. Mathematics specialists are uniquely situated to contribute to the creation of access and equity for all learners by addressing three target areas with their mathematics teachers and administrators. In order to catalyze change, mathematics specialists need to be prepared to target three obstacles to access and equity: beliefs and expectations, curriculum and instruction, and intervention. This preparation can take place through leadership courses intentionally created to explore the role of change agent and provide practice in negotiating the role.

Using Bakhtinian concepts of persuasive and authoritative discourse, this study reports on science and English language arts instructional practices in a multilingual, rural, fourth‐grade classroom in Kenya. Situated in English as a medium of instruction (EMI) and through the use of case study, the study explores classroom discourse data to illustrate how teachers use instructional practices to reproduce, contest, or navigate prevailing institutional monolingual policies when mediating students’ access to literacy and content. By analyzing classroom discourse, the authors argue that restrictive language policies that aspire for fixity disconnect multilingual learners from their daily realities. In contrast, they call for a (re)construction of multilingual pedagogy that capitalizes on the strengths of learners, teachers, and linguistic communities by embracing students’ languages and language varieties in language learning and literacy development. In particular, implications are dra...

A transdisciplinary team of candidates with teacher and social work educators describe their perspectives of trauma-informed teaching and intentions to use evidence-based practices in classrooms. We studied classroom management from a trauma-informed perspective in the first course in the program, then reflected back on these through a professional learning community created to intentionally focus on trauma informed teaching. We highlight findings around candidates’ perspectives and specific actions they attended to in order to incorporate those practices.

Can a faith-based education be as effective when delivered online as when it is delivered face-to-face? An in-depth look at the early adopters of the online technology reveals that it can be if the Christian university commits itself to developing an online learning community and to interweaving faith principles into crucial areas of its online program. The three key areas of faith integration upon which hinges the success of such programs are the integration of faith into course material, faith integration in the relationships among students, and faith integration in the faculty student relationships. Consistent attention to these three areas validates the online Christian education model, complements the missions of Christian institutions, supports the integration of faith and learning, and enables institutions to reach audiences that may not be currently accessible.

Purpose Open Educational Resources (OER) are learning materials openly licensed so that others may retain, reuse, revise, remix or redistribute (the 5Rs) these materials. This paper aims to raise awareness of OER by providing a rationale for using these learning materials and a strategy for educators to get started with OER during the collective crisis and beyond. Design/methodology/approach Using a broad research base and anecdotes from personal experience, the authors make the case that OER improves student access to learning materials and improves the learning experience in both PK-12 and higher education contexts. Findings The authors define and describe the benefits of OER to provide practical suggestions educators can implement during the pandemic and beyond. Practical implications To support educators in finding and using OER, this paper highlights repositories that include a breadth of various learning materials across subject areas and educational contexts. The authors prov...

Introduction. The problem of self-determination is one of the most complex and creative ones, since there is no
universal personal meaning in professional activity – each person, on the path to self-determination, has a unique
one. In this regard, there is a need for qualified assistance from a specialist who can guide and support in the process
of choosing a profession. In particular, this is relevant for future educational psychologists, who must not only be
aware of their own professional priorities, but also be able to help others in their search.
The study was aimed at performing scientific research, theoretical substantiation and experimental verification of
psychological and pedagogical conditions that contribute to the formation of competencies of subjects engaged in
psychological and pedagogical support of the process of professional self-determination of an individual.
Materials and methods. The respondents were 106 second-year students of the Department of Theoretical and
Applied Psychology of the South Ural State Humanitarian and Pedagogical University (Russian Federation), studying
in the direction of “Psychological and Pedagogical Education”. The study used a set of psychodiagnostic methods:
motivation of the individual to avoid failures by T. Ehlers, motivation for success by T. Ehlers, communicative and
organizational skills (COS) by V.V. Sinyavsky and B.A. Fedorishin, emotional response scale by A. Mehrabyan and N.
Epstein; methods of mathematical statistics: Pearson's chi-squared test.
Results. The ascertaining stage of the experiment confirmed the problem of insufficient development of
professional competencies in future educational psychologists. The authors developed a program for building
professional competencies of subjects of psychological and pedagogical support for professional self-determination
of an individual – a set of interrelated psychological and pedagogical measures aimed at achieving the goals of
professional education. Repeated psychodiagnostic examination using the same tools – psychodiagnostic methods
at the formative stage of the experiment – showed an increase in the indicators of most respondents. In particular,
on the scale “Motivation to avoid failures”: χ2
= 14.6; p <0.01.
Conclusion. Practical experience in systematizing the process of building the competencies of subjects of
psychological and pedagogical support for professional self-determination of an individual using the modeling
method can be introduced into the practice of the educational process at the psychology faculty of pedagogical
universities, into the process of course training of students of the system of additional professional education; into
centers of independent assessment of qualifications.

The objective of this research is to provide a platform to researchers to formulate retention strategies for their respective teaching staff and institutes. The present study has thus undertaken extensive literature review and depicted the impact of job satisfaction in teacher's retention at management institutes in India. The scope of present study is to identify the factors affecting teacher's retention in management institutes in Indian and also to explore the importance of job satisfaction in the same. The future research direction of the present study is to engage the Baron and Kenny, 1986 model for mediation regression analysis and conduct the institute specific study for exploring the frequency of each factor in retaining teachers within their institutes.

This research examined an early field experience model supported by instructional coaching that was implemented within an undergraduate educator preparation program for secondary language arts and social sciences candidates. A mixed methods design examined candidates’ stages of concern based on the Fuller (1969) stages of concern theory in relationship to Marzano’s (2003) teacher-level factors of effective schools. While teacher candidates were able to demonstrate each component of effective classroom pedagogy, their level of success varied. At the beginning of the experience, self-concerns were high and characterized by candidates’ identities as students and ego-driven considerations. As the experience progressed, candidates focused more on task concerns and the compliant engagement of students. Evidence of impact concerns was limited. Sustained time and university faculty supervision were key elements in a successful early field experience. About the authors: Dr. Kelly Welsh is an...

For teacher candidates and the programs that prepare them, student teaching is a visible experience. For candidates, it culminates their investment of time and money and represents the completion of a significant, albeit early, career goal: becoming a certified, licensed teacher. For the university, the performance of their student teachers reflects program quality. When all goes as planned, both the candidates and program relish their successes. When all does not go as planned, where does the responsibility lie? Is it always an issue of individual candidate performance? At what point should the program assume some level of ownership? This article outlines one secondary education program's on-going journey to resolve these questions. After examination of the issue, the program identified the need to improve its pre-student teaching field experiences. Using the framework of instructional coaching, the program is redesigning its field experience addressing critical issues of supervision, duration, and connections to course content.

Massachusetts Frameworks Alignment-The Nature of Science • Overall, the key criterion of science is that it provide a clear, rational, and succinct account of a pattern in nature. This account must be based on data gathering and analysis and other evidence obtained through direct observations or experiments, reflect inferences that are broadly shared and communicated, and be accompanied by a model that offers a naturalistic explanation expressed in conceptual, mathematical, and/or mechanical terms. Background Readings About Branching in Slime Molds and Leaf Venation as a model for efficient road and railway systems

The current study aimed at revealing the reality of the four administrative processes in the educational departments in Aswan Governorate, to develop mechanisms for developing administrative processes in the educational departments in Aswan Governorate in the light of an introduction to re-engineering the administrative processes. This is to develop a suggested proposal and apply it in the educational departments in Aswan Governorate to develop administrative processes. The researcher applied the descriptive approach due to its suitability to the nature of this study. A questionnaire was designed and applied to a sample of (341) department directors, heads of departments, employees and administrators in educational departments in Aswan Governorate. The following results were concluded: 3. Responses about the reality of the administrative operations "planning -organizing -directing -control" in the educational departments in Aswan Governorate were medium. The general average for this item was the reality of administrative operations (63.18) with a standard deviation of (387,11), and the degree of its achievement was medium. 2. Responses about the degree of realization of the mechanisms of developing administrative processes in the light of the entrance to the re-engineering of operations were high with (agree), and the average value for this item was (63.11) with a standard deviation of (32.112).

The body of research on home-based education has expanded dramatically since the first studies and academic articles of the late 1970s that dealt with the modern homeschool movement. Numerous researchers have examined the academic achievement of home-educated children and youth, their social, emotional, and psychological development, and their success into adulthood, and various aspects of homeschool families in general. Researchers have also explored myriad other aspects and issues related to home education in disciplines such as philosophy, sociology, and law. Only a handful of studies, however, have looked closely at a large nationwide sample of home educators and their children in the United States, and the last one of this nature was conducted about a decade ago.

This paper reports the benefits and challenges of incorporating a paired-placement model at four different post-secondary teacher preparation programs in secondary mathematics education. The paired-placement model places two secondary mathematics clinical teachers with one mentor (or cooperating) teacher during their internship experience. Benefits exhibited were increased collaboration, more knowledgeable cooperating teachers, increased sense of community, teaming, pedagogical risk-taking, increased reflective practice, established natural professional learning communities, Plan-Do-Study-Act Cycle (PDSA), and increased accountability. Challenges found through the PDSA cycle include personnel issues, number of days teaching, perceived classroom management preparation, preparing university supervisors, mentors, and teacher candidates, and support for collaboration afterward.

In this study, we sought to confirm the theoretical framework underlying an Online Graduate Mentoring Scale by establishing the scale's factorial validity and reliability. Analysis of data received from doctoral students and alumni/ae of the College of Education of one large, online, accredited university reduced the initial theoretical framework from seven to six attributes, and resulted in a revision of the scale. Further research is needed to test the theoretical framework with other relevant populations and to refine the scale itself by reducing skewness and attaining item balance.

The role of teachers has evolved from merely being teachercentered to one that is student centered and the skills required for a quality teacher are changing too. Assessing teacher's effectiveness will not be a straight forward attempt by solely examining students' achievements or students' perceptions of their teachers' attributes. A careful examination of the teaching concepts, one as a form of "labor and profession" ; or the other as a "craft and art" will indicate that it involves teacher's cognitive ability and interpersonal skills (soft skills) which enhance teacher's performance in the classroom. Furthermore, the National Framework for Professional Standards has outlined that teacher's professional value (quality and professional knowledge and skills) will impact the management of student's learning. Based on these concepts, this study investigated a teacher effectiveness model. The framework of this investigation measured the teacher's cognitive ability (skills of assessment and evaluation, IT skills, and co-curricular knowledge) and the teacher's personality or interpersonal skills (soft skills). The respondents were experienced teachers working in Malaysia. A set of questionnaires with 120 questions were constructed by the researchers and were administered among 2000 school teachers from different types of schools. However, only 1366 completed questionnaires were analyzed while 634 responses were removed due to incomplete data. Utilizing structural equation model (SEM), this study attempted to ascertain the validity of the structural model of which teacher's cognitive abilities and personalities predict teacher's performances. The results revealed a model fit with both cognitive abilities and personality predicting classroom management. Good personality alone, however, is insufficient in terms of enhancing the teachers' commitment and responsibilities towards their students unless it is complemented by the teachers' cognitive competency (cognitive abilities)

The focus of this correlational study in an Alaskan career and technical (CTE) school environment was to explore the research question that guided this study: In a large urban school district of Alaska, with a diverse student population, what is the relationship between the CTE student connectedness level and academic achievement levels? Participants included 132 high school students, Grades 10 through 12. Additional research questions were developed to examine the strength of the relationship between student connectedness and academic achievement by gender and ethnicity. Data were collected using an online survey with a combination of demographic questions and Goodenow's (1993b) Psychological Sense of School Membership Scale (PSSM). Students self-reported their GPA. The findings of the Pearson correlations indicated a significant linear correlation between student connectedness and GPA for the overall sample, for males, and for females. The findings of the Pearson correlation between student connectedness and GPA were statistically significant for the Caucasian, African American, and multiracial samples. The findings of the Pearson correlation were not statistically significant for the Mexican/Hispanic, Asian, Pacific Islander, and Native Alaskan samples, suggesting that a correlation did not exist between student connectedness and GPA among these ethnicities. Implications for practice include increasing students' opportunities to actively engage in setting goals, making decisions, and participating in the governance of the school's disciplinary structure. Implications for policy include developing policies for connecting disconnected students to school by facilitating professional development and better access to CTE schools and programs.

Today’s public and private business leaders and leaders of our Armed Forces are faced withchallenges that require leadership that is capable of tackling and solving complex problems andissues, with collective, collaborative, timely effective, and innovative solutions. This set of challengesrequires leadership that spans the spectrum of leadership theories, traits, and stylistic approaches thatis very adaptive, yet direct in nature. This type of leadership is defined as ‘adaptive leadership’ and is astyle of leadership that is developing into a new theory of its own, evolving from situational,transformational, contingency, and complexity theories, as described by Nastanski, (2002), beingfurther refined by leadership theorists such as Heifetz (2004), Yukl,(2002) and Lepsinger (2006), andBennis (2003), who are pioneering adaptive leadership approaches into the practicality of today’sworkplace. A recent study conducted, entitled: &quot;Adaptive Leadership: Leadership Theory or Theoretic...

Note: This article was developed from a panel presentation titled Encourage Innovative Research Through Collaborative Grants, Florida Distance Learning Association/Florida Mathematics Teacher Educators Conference, Altamonte Springs, January 18, 2018. Provision of services for minority and underserved populations is often problematic. Often, these students attend schools in districts in which funding is lacking for the delivery of services (Ballantine, 2017; Brint, 2017). Classic texts such as Kozol’s Savage Inequalities (1991) highlighted the disparate nature of the schools that serve these populations, and concomitantly the diminished opportunity for these students in terms of academic progress and workforce possibilities. This disparity of opportunity, often characterized by ethnicity and socioeconomics, persists into the 21st century (Rothstein, 2014; Weir, 2016).1 This article briefly describes a grant-funded collaboration between a university and public school districts in Flor...

Course Description Honors 101 is a humanities-based interdisciplinary course designed to explore itineraries pertinent to a life of public engagement and ethical respon-sibility. The theme for the current academic year is “East Meets West.” We examine key primary sources (textual, ...

After teaching and substitute teaching in various classrooms, I was determined to have a classroom full of movement and energy. In order to create an active classroom, I implemented several strategies that would help students work together, have opportunities for transitions and movement, and provide a reduced-stress environment. In order to study the influence of activity in the classroom, I did an action research study. I collected data, observation notes, and journal entries from the students during classroom activities. These journal entries the students included surveys that were completed at the beginning and end of the study. Collecting articles from journals and books was also part of my study. After much data collection I began to organize my information into themes around patterns that became evident during my observations. The themes that were evident included: movement affected classroom management, students were eager to move, movement impacted learning, the physical location of seatwork affected learning, movement impacted alertness and attention, and movement impacted nerves and well-being of the students. This study found that exercise in the classroom helped students to reach their potential. It also reduced stress for the students. Exercise has a valuable place in the classroom.

Kundera: "The struggle of [people] against power is the struggle of memory against forgetting." Now, looking back, I am grateful to have so many people to remember. My advisor, Maurianne Adams, and committee members, Gretchen Rossman and Nitasha Sharma, have supported me throughout my long process. They have encouraged me, challenged me, taught me about scholarship, and helped me navigate the formal and informal curricula of academia. I am also grateful for the fellowships, grants, and employment that enabled my academic and professional development. The University of Massachusetts Amherst Graduate School and the Social Justice Education faculty provided a Graduate School fellowship for my first year. The College of Education provided numerous travel grants in subsequent years. Ithaca College, through the leadership of Dean Leslie Lewis, provided a dissertation fellowship during my eighth year. Graduate assistantships also helped me fund my work and grow professionally.

The unique needs of high-ability young adolescents should be met just as those students with other diverse needs even when instruction is provided virtually. This paper highlights the work of two teachers who overcame the challenges of remote and hybrid learning to provide quality project-based lessons on creativity, logic, and problem solving to 4th and 5th grade students. The strategies presented are analyzed through Gagne’s (2000) Differentiated Model of Giftedness and Talent (DMGT) framework and would be beneficial for all settings and populations.

On September 18-19, 2006, James Madison University (JMU) hosted a one and half day symposium entitled, "Spotlight -on Earth Science." highlighting current resources and technology available for earth science teachers, and invited teachers to share effective practices learned in their program coursework through the two Mathematics and Science Partnerships (MSP) funded by the Virginia Department of Education. The symposium supported a pooling of expertise among participants to initiate the definition and resolution of the persistent issues in earth science education in Virginia. A total of ninety-six teachers. university faculty, curriculum supervisors, policymakers. and business/government/industrial representatives participated. Three themes were addressed: 1) Best Practices in Earth Science Teaching, 2) Curricular and Assessment Issues in Earth Science, and 3) Earth Science Teacher Education. The two MSP projects. Virginia Earth Science Collaborative (VESC) and Innovative Teachers in Earth Science in Tidewater (]TEST). addressed only one aspect of the earth science issues in Virginia: the shortage of qualified earth science teachers. Building on the successes of these projects and the symposium, the Virginia Mathematics and Science Coalition commissioned a task force to explore the problems and potential solutions raised by participants in symposium. Future anticipated outcomes include the development of graduate programs in gcoscicnce education and engagement in funded projects in geoscicnce education to suit the needs of students. teachers, and school divisions.

The purpose of this study was to examine the effectiveness of two professional development models in increasing family child care providers' frequency of linguistic inputs in conversations with young children. The first professional development model consisted of a 10-h in-service training focused on supporting early language development. The second included the same 10-h in-service training program and mentoring. Providers and children at 48 family child care programs participated in this study. The family child care programs were randomly assigned to one of the two professional development models (i.e., training or training with mentoring) or to a control group. Audio recordings of the language environment were collected prior to the in-service training, at the completion of the in-service training, and at the completion of the mentoring. Hierarchical linear modeling was used to examine the average increase in the frequency of providers' use of linguistic inputs over three observations, conducted before training, immediately at the end of training, and 6 weeks after training. Results indicate that both forms of professional development increased linguistically stimulating inputs as compared to the control group. The professional development model including mentoring support was related to greater increases in providers' use of informational talk and teaching utterances over in-service training without mentoring.

This paper presents a professional learning (PL) model that emerged from the authors' involvement with PL processes in several rural and remote schools in the state of Tasmania. As is the case for rural areas generally, young people in rural areas of Tasmania have lower retention rates to Year 12 and lower participation rates in higher education than their urban peers. Schools in these regions typically have less experienced staff, higher staff turnover and reduced access to professional networks compared with urban schools. Four case studies are presented to illustrate the experiences that lead to the partnership model of PL and the authors' insights into the nature of collaborative partnerships in rural contexts are discussed The study makes a contribution to understanding of the development of effective PL partnerships in rural schools as well as contributing to broader debates about the nature of partnership between teachers and facilitators of PL.

The study aims at measuring The influence of using webQuest method in teaching science for developing thinking styles and the attitude towards using it for students of the girls’ college of education, To achieve this target teacher’s guide was made in the circulatory system subject according to WebQuest method and the preparation of thinking styles inventory and the attitude inventory towards using WebQuest method. Instruments of measurements were applied before and after to the sample of the study which contains (76)king Abdul Aziz university students represent treatment group and (68)control group from king Khalid university in Saudi Arabia . Instruments of measurements were applied before and after to the sample of the study

There is a popular assumption that conflict is so destructive that the goal of good management shouldbe to minimize friction. According to Robert and Judy (2002), the Conflict-Positive Organization takesthe opposite position and presents the argument that conflict, when well managed, adds substantialvalue to the organization. Effects of conflict could be destructive or constructive; it depends on theexpertise that manages it in an organization, Lawrence and Jeffrey (1987). Some conflict managementexperts transform conflict from destructive to a constructive form, making use of opposing ideas tomake decisions, negotiate their differences, and deal with anger to strengthen their relationships andget things done. Dean Tjosvold, from Simon Fraser University: &quot;Conflict is the medium by whichproblems are recognized and solved.&quot; It is needed to improve the innovation and productivity of thecompany and the competence and well-being of its employees. Conflict is a natural disagreem...

This article presents a study of the effects of creating a bridge between the narrative and ethnographic methods and writing processes as a means to more effectively educate teachers of culturally diverse learners. Ten teacher-participants from a Masters of Education (M.Ed.) degree programme in Bilingual Education at a university in the northwestern United States took a sequence of courses in which instructor-researchers taught them narrative and ethnographic pedagogy, theory, and methodology. Through qualitative methods, instructor-researchers analyzed teacher-participants' personal narratives and ethnographic case studies for generative themes. In discovering the commonalities of themes between these two methods of inquiry, the research reveals the value and transformative nature of building a bridge between narrative and ethnographic methods. The following overlapping generative themes were voiced by teacherparticipants: 1) awareness of self and others; 2) consciousness of educational issues and their implications; 3) transformative action and advocacy. These themes are substantiated with related literature and further elucidated upon in the paper.

The Common Core State Standards (2010) involve the demonstration of conceptual knowledge of numbers and operations. For students who struggle with mathematics and have not responded to instruction, it is important that interventions emphasize this understanding. In order to address conceptual understanding of numbers and operations in meeting the rigorous Common Core State Standards, interventions should include the use of explicit instruction, manipulation of objects, and visual representation of numbers. The current pilot study investigated the use of such a method within a tiered intervention model, the concrete-representational-abstract (CRA) sequence and the strategic Instruction Model (SIM). Six fourth grade students receiving intervention through a response to intervention model participated. Multiplication with regrouping was taught using CRA and SIM (CRA-SIM) over the course of ten lessons as part of an intervention period. Data were collected before and after CRA-SIM instruction and statistical analysis showed that students made significant gains after instruction. The practical implications and application of CRA-SIM instruction will be discussed.

The Common Core State Standards (2010) involve the demonstration of conceptual knowledge of numbers and operations. For students who struggle with mathematics and have not responded to instruction, it is important that interventions emphasize this understanding. In order to address conceptual understanding of numbers and operations in meeting the rigorous Common Core State Standards, interventions should include the use of explicit instruction, manipulation of objects, and visual representation of numbers. The current pilot study investigated the use of such a method within a tiered intervention model, the concrete-representational-abstract (CRA) sequence and the strategic Instruction Model (SIM). Six fourth grade students receiving intervention through a response to intervention model participated. Multiplication with regrouping was taught using CRA and SIM (CRA-SIM) over the course of ten lessons as part of an intervention period. Data were collected before and after CRA-SIM instr...

This qualitative study conducted across five US institutions used focus group interviews to explore 19 elementary teacher candidates’ expressions of teacher agency when teaching literacy. Building on an ecological view of agency, we define teacher agency as the intentional and active contributions teachers make to shaping their practice, which are supported or constrained within their teaching contexts. Interviews were analyzed using collaborative coding and thematic analysis to explore aspects of teacher agency including sense of purpose, competence, and autonomy. Findings show that the teacher candidates were demonstrating emerging agency and beginning to navigate constraints of exerting their agency which was facilitated by the professional support they received from supervisors and professors. Considering restrictive, top-down educational policies experienced globally and particularly pervasive with respect to literacy instruction, these findings
offer important insights into how educators newest to the field are starting to navigate these tensions and how teacher educators can support them

Abstract

Oral error correction in classrooms has contributed to much controversy in the literature regarding its implementation and effectiveness. However, this area in language teaching and learning remains under-researched.
This study investigated EFL students’ and teachers’ perceptions of oral error correction. The main purposes of this study were to compare students’ and teachers’ views and preferences regarding oral error correction, to evaluate teachers’ use of error correction strategies, and find out if teachers' views and practices match with their students’ beliefs and preferences.
A mixed methods approach was implemented to gather the data for this study and embrace both quantitative and qualitative (questionnaires, interviews and observations) methods. The research sample included thirty EFL students studying in UK universities. The students were mainly Arab and Chinese and of intermediate and post-intermediate English language levels. The sample also involved five English language teachers, each with a different range of teaching experience in varying levels of English language. The questionnaires were completed by students and additionally, five students with different nationalities were interviewed. Adding to the research, the teachers were observed and interviewed afterwards.
Data gained from the study results revealed some discrepancies and similarities in teachers’ and students’ views and preferences. The findings indicated that both teachers and students agreed that students’ mistakes need to be corrected. Nevertheless, students wanted to receive more error correction than teachers thought. The results also showed that both teachers and students agreed on the types of mistakes that should be corrected; they both believed that pronunciation errors should receive more attention, followed by grammar and that less attention was and should be given to vocabulary mistakes. In contrast, the findings also revealed significant discrepancies among teachers’ and students’ views and preferences regarding who, when, how and how often students’ oral errors should be corrected. It is apparent that these discrepancies result from holding different views and expectations. Therefore, this research recommended having discussions from time to time. Both teachers and students may need to reconsider their opinions and beliefs regarding oral error correction in order to create a harmonious atmosphere where the language skills can be developed efficiently and successfully.