Κυριακή 9 Μαρτίου 2014

Teaching and Teacher Education

Teaching and Teacher Education


   Vol.39, n°3, 4/2014

 
  • Teachers' motivation to participate in training and to implement innovations, Georgios Gorozidis, Athanasios G. Papaioannou
  • Self-efficacy of early childhood special education teachers: Links to classroom quality and children's learning for children with language impairment, Ying Guo, Jaclyn M. Dynia, Christina Yeager Pelatti, Laura M. Justice
  • Exploring the antecedents of boredom: Do teachers know why students are bored?, Elena C. Daschmann, Thomas Goetz, Robert H. Stupnisky
  • Beginning teachers who stay: Beliefs about students, Alyson Leah Lavigne
  • Kindergarten teachers' literacy beliefs and self-reported practices: On the heels of a new national literacy curriculum, Aviva Sverdlov, Dorit Aram, Iris Levin
  • Enhancing young children's arithmetic skills through non-intensive, computerised kindergarten interventions: A randomised controlled study, Magda Praet, Annemie Desoete
  • Joint observation of student teaching and related tripartite dialogue during field experien Partner perspectives, Peter Mtika, Dean Robson, Roseanne Fitzpatrick
  • The efficacy of training cooperating teachers, Christopher R. Gareis, Leslie W. Grant
  • Beyond the dichotomy of teacher- versus student-focused education: A survey study on physics teachers' beliefs about the goals and pedagogy of physics education, Nelleke A.H. Belo, Jan H. van Driel, Klaas van Veen, Nico Verloop
  • Unifying cognition, emotion, and activity in language teacher professional development, Paula Golombek, Meredith Doran
  • Talking culture? Egalitarianism, color-blindness and racism in Australian elementary schools, Jessica Walton, Naomi Priest, Emma Kowal, Fiona White, Katie Brickwood, Brandi Fox, Yin Paradies
  • Understanding (in)formal learning in an academic development programme: A social network perspective, Bart Rienties, Ian Kinchin
 http://www.sciencedirect.com/science/journal/0742051X/39

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