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Neo‐Nationalist Discourses and Teacher Identity Tensions in a Telecollaboration for Teachers of Minoritized Language Learners in Türkiye

TESOL quarterly, 2023-09, Vol.57 (3), p.775-803

2023

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Teachers' trust in AI‐powered educational technology and a professional development program to improve it

British journal of educational technology, 2022-07, Vol.53 (4), p.914-931

2022

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An ethico‐political analysis of a national teacher competence framework: Unravelling a ‘preferred’ teacher identity

British educational research journal, 2023-12, Vol.49 (6), p.1210-1233

2023

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A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?

Journal of research in science teaching, 2023-01, Vol.60 (1), p.136-163

2023

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Do trainee teachers harm pupil attainment? Isolating the effect of pre‐service teachers on contemporaneous pupil performance in ‘high‐stakes’ tests

British educational research journal, 2019-06, Vol.45 (3), p.458-482

2019

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From teachers’ implicit theories of intelligence to job stress: The mediating role of teachers’ causal attribution of students’ academic achievement

Journal of applied social psychology, 2021-05, Vol.51 (5), p.522-533

2021

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Assessing the efficacy of online teacher training programs in preparing pre‐service teachers to support students with special educational needs in mainstream classrooms in the UAE: A case study

Journal of research in special educational needs, 2024-01, Vol.24 (1), p.188-200

2024

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Embracing equity and excellence while constructing science teacher identities in urban schools: Voices of new Teachers of Color

Journal of research in science teaching, 2023-01, Vol.60 (1), p.196-233

2023

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Investigating the impact of teacher education strategies on preservice teachers' TPACK

British journal of educational technology, 2019-01, Vol.50 (1), p.357-370

2019

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Supporting teacher judgement and decision‐making: Using focused analysis to help teachers see students, learning, and quality in assessment data

British educational research journal, 2024-06, Vol.50 (3), p.1420-1448

2024

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Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching

British journal of educational psychology, 2020-09, Vol.90 (3), p.736-752

2020

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Investigating variables predicting Turkish pre‐service teachers’ integration of ICT into teaching practices

British journal of educational technology, 2017-03, Vol.48 (2), p.552-570

2017

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Faculty perspectives and values toward mathematics and science content information used in teacher preparation admissions processes

School science and mathematics, 2024-04, Vol.124 (2), p.93-110

2024

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The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in‐service EFL teachers' technology adoption

British journal of educational technology, 2022-09, Vol.53 (5), p.1389-1411

2022

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Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading

Reading research quarterly, 2021-05, Vol.56 (S1), p.S287-S315

2021

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Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

TESOL quarterly, 2023-12, Vol.57 (4), p.1463-1489

2023

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Reasons associated with preservice teachers' intention to use immersive virtual reality in education

British journal of educational technology, 2020-11, Vol.51 (6), p.2215-2233

2020

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An exploration of teacher learning from an educative reform‐oriented science curriculum: Case studies of teacher curriculum use

Journal of research in science teaching, 2017-02, Vol.54 (2), p.141-168

2017

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Exploring the unknown : The effect of resistance to change and attachment on mobile adoption among secondary pre-service teachers

British journal of educational technology, 2019-09, Vol.50 (5), p.2433-2449

2019

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Simulations as practice‐based spaces to support elementary teachers in learning how to facilitate argumentation‐focused science discussions

Journal of research in science teaching, 2020-11, Vol.57 (9), p.1356-1399

2020

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Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers

Journal of research in science teaching, 2022-09, Vol.59 (7), p.1235-1273

2022

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Coping strategies used by second‐career student teachers

British journal of educational psychology, 2024-06, Vol.94 (2), p.387-406

2024

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The relationship between self‐assessment and performance in learning TPACK: Are self‐assessments a good way to support preservice teachers' learning?

Journal of computer assisted learning, 2022-08, Vol.38 (4), p.1160-1172

2022

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Perceived teacher support and students' acceptance of mobile-assisted language learning : Evidence from Vietnamese higher education context

British journal of educational technology, 2021-03, Vol.52 (2), p.879-898

2021

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Prospective English language teachers’ projected identities in personal statements plus experienced teachers’ reactions

International journal of applied linguistics, 2022-03, Vol.32 (1), p.76-93

Kessler, Matt

2022

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Neo‐Nationalist Discourses and Teacher Identity Tensions in a Telecollaboration for Teachers of Minoritized Language Learners in Türkiye

Teachers' trust in AI‐powered educational technology and a professional development program to improve it

An ethico‐political analysis of a national teacher competence framework: Unravelling a ‘preferred’ teacher identity

A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?

Do trainee teachers harm pupil attainment? Isolating the effect of pre‐service teachers on contemporaneous pupil performance in ‘high‐stakes’ tests

From teachers’ implicit theories of intelligence to job stress: The mediating role of teachers’ causal attribution of students’ academic achievement

Assessing the efficacy of online teacher training programs in preparing pre‐service teachers to support students with special educational needs in mainstream classrooms in the UAE: A case study

Embracing equity and excellence while constructing science teacher identities in urban schools: Voices of new Teachers of Color

Investigating the impact of teacher education strategies on preservice teachers' TPACK

Supporting teacher judgement and decision‐making: Using focused analysis to help teachers see students, learning, and quality in assessment data

Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching

Investigating variables predicting Turkish pre‐service teachers’ integration of ICT into teaching practices

Faculty perspectives and values toward mathematics and science content information used in teacher preparation admissions processes

The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in‐service EFL teachers' technology adoption

Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher

Reasons associated with preservice teachers' intention to use immersive virtual reality in education

An exploration of teacher learning from an educative reform‐oriented science curriculum: Case studies of teacher curriculum use

Exploring the unknown : The effect of resistance to change and attachment on mobile adoption among secondary pre-service teachers

Simulations as practice‐based spaces to support elementary teachers in learning how to facilitate argumentation‐focused science discussions

Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers

Coping strategies used by second‐career student teachers

The relationship between self‐assessment and performance in learning TPACK: Are self‐assessments a good way to support preservice teachers' learning?

Perceived teacher support and students' acceptance of mobile-assisted language learning : Evidence from Vietnamese higher education context

Prospective English language teachers’ projected identities in personal statements plus experienced teachers’ reactions

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