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Factors That Enhance and Limit Youth Empowerment, According to Social Educators

Qualitative research journal, 2023-11, Vol.23 (5), p.588

2023

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What Reading Teachers Say About Vocabulary Instruction: Voices From the Classroom

The Reading teacher, 2008-12, Vol.62 (4), p.314-323

2008

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Engineering a Dynamic Science Learning Environment for K-12 Teachers

Teacher education quarterly (Claremont, Calif.), 2010-03, Vol.37 (2), p.157-178

2010

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Forget about theory - practice is all?: Student teachers' learning in practicum

Teachers and teaching, theory and practice, 2004-09, Vol.10 (6), p.623-637

2004

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How an orientation to learning influences the expansive-restrictive nature of teacher learning and change

Teacher development, 2016-08, Vol.20 (4), p.458-481

Feeney, Eric J.

2016

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Rural Teachers' Perceptions of Support for Program Change

Research in rural education, 1990, Vol.7 (1), p.43

Newton, Earle E

1990

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Translanguaging in English-Only Schools: From Pedagogy to Stance in the Disruption of Monolingual Policies and Practices

TESOL quarterly, 2019-09, Vol.53 (3), p.741-767

2019

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Is neurofeedback an efficacious treatment for ADHD? A randomised controlled clinical trial

Journal of child psychology and psychiatry, 2009-07, Vol.50 (7), p.780-789

2009

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Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play

Teaching and teacher education, 2011-05, Vol.27 (4), p.751-761

2011

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Teachers' perception of aggressive student behavior through the lens of chronic worry and resignation, and its association with psychophysiological stress: An observational study

Social psychology of education, 2023-08, Vol.26 (4), p.1181-1200

2023

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Translanguaging in the context of mainstream multilingual education

International journal of multilingualism, 2020-04, Vol.17 (2), p.232-247

Duarte, Joana

2020

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Understanding low outcomes in English language education in Austrian middle schools: the role of teachers' beliefs and practices

Journal of multilingual and multicultural development, 2023-05, Vol.44 (5), p.412-428

2023

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School Alienation Among Adolescents in Switzerland and Luxembourg: The Role of Parent and Peer Supportive Attitudes Toward School and Teacher Autonomy Support

Youth & Society, 2023-03, Vol.55 (2), p.187-212

2023

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Bangladeshi Science Teachers’ Perceived Importance and Perceived Current Practices in Promoting Science Education Through a Context-Based, Socio-scientific Framework

Science & education, 2022-04, Vol.31 (2), p.487-523

2022

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Does classroom management coursework influence pre-service teachers’ perceived preparedness or confidence?

Teaching and teacher education, 2012-11, Vol.28 (8), p.1131-1143

2012

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Special education teachers' nature of science instructional experiences

Journal of research in science teaching, 2016-04, Vol.53 (4), p.554-578

2016

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A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings

Journal of science teacher education, 2012-04, Vol.23 (3), p.291-318

2012

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Addressing contradictions in teachers' practice through professional learning: an activity theory perspective

International journal of science education, 2018-11, Vol.40 (17), p.2181-2204

Goodnough, Karen

2018

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Examining change in K-3 teachers’ mathematical knowledge, attitudes, and beliefs: the case of Primarily Math

Journal of mathematics teacher education, 2018-04, Vol.21 (2), p.147-177

2018

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Dual effects of transformational leadership on teacher efficacy in close and distant leadership situations

School leadership & management, 2020-01, Vol.40 (1), p.64-87

2020

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Determinants of the perceived usefulness (PU) in the context of using gamification for classroom-based ESL teaching: A scale development study

Education and information technologies, 2023-04, Vol.28 (4), p.4741-4768

Luo, Zhanni

2023

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Deliberative emotional talk

International journal of computer-supported collaborative learning, 2019-06, Vol.14 (2), p.185-217

2019

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The Impact of a Practice-Teaching Professional Development Model on Teachers’ Inquiry Instruction and Inquiry Efficacy Beliefs

International journal of science and mathematics education, 2018-02, Vol.16 (2), p.255-273

2018

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Class composition as a frame of reference for teachers? The influence of class context on teacher recommendations

British educational research journal, 2018-04, Vol.44 (2), p.274-293

2018

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Teacher characteristics and contextual factors: links to early primary teachers’ mathematical beliefs and attitudes

Journal of mathematics teacher education, 2018-08, Vol.21 (4), p.321-350

2018

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Factors That Enhance and Limit Youth Empowerment, According to Social Educators

What Reading Teachers Say About Vocabulary Instruction: Voices From the Classroom

Engineering a Dynamic Science Learning Environment for K-12 Teachers

Forget about theory - practice is all?: Student teachers' learning in practicum

How an orientation to learning influences the expansive-restrictive nature of teacher learning and change

Rural Teachers' Perceptions of Support for Program Change

Translanguaging in English-Only Schools: From Pedagogy to Stance in the Disruption of Monolingual Policies and Practices

Is neurofeedback an efficacious treatment for ADHD? A randomised controlled clinical trial

Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play

Teachers' perception of aggressive student behavior through the lens of chronic worry and resignation, and its association with psychophysiological stress: An observational study

Translanguaging in the context of mainstream multilingual education

Understanding low outcomes in English language education in Austrian middle schools: the role of teachers' beliefs and practices

School Alienation Among Adolescents in Switzerland and Luxembourg: The Role of Parent and Peer Supportive Attitudes Toward School and Teacher Autonomy Support

Bangladeshi Science Teachers’ Perceived Importance and Perceived Current Practices in Promoting Science Education Through a Context-Based, Socio-scientific Framework

Does classroom management coursework influence pre-service teachers’ perceived preparedness or confidence?

Special education teachers' nature of science instructional experiences

A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings

Addressing contradictions in teachers' practice through professional learning: an activity theory perspective

Examining change in K-3 teachers’ mathematical knowledge, attitudes, and beliefs: the case of Primarily Math

Dual effects of transformational leadership on teacher efficacy in close and distant leadership situations

Determinants of the perceived usefulness (PU) in the context of using gamification for classroom-based ESL teaching: A scale development study

Deliberative emotional talk

The Impact of a Practice-Teaching Professional Development Model on Teachers’ Inquiry Instruction and Inquiry Efficacy Beliefs

Class composition as a frame of reference for teachers? The influence of class context on teacher recommendations

Teacher characteristics and contextual factors: links to early primary teachers’ mathematical beliefs and attitudes

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