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מעודכן לתאריך 27.11.2018  
1. Evaluating Teacher Preparation Programs With Teacher Evaluation Ratings: Implications for Program Accountability and Improvement
Kevin C. Bastian; Kristina M. Patterson; Yi Pan
JN: Journal of Teacher Education
  Journal of Teacher Education   2018   VOL. 69   NO. 5   pp. 429-447  

2. A Framework for Improvement: Analyzing Performance-Assessment Scores for Evidence-Based Teacher Preparation Program Reforms
Kevin C. Bastian; Diana Lys; Yi Pan
JN: Journal of Teacher Education
  Journal of Teacher Education   2018   VOL. 69   NO. 5   pp. 448-462  

3. Context Matters: Contextual Factors Informing Mentoring in Art Initial Teacher Education
Ayelet Becher; Lily Orland-Barak
JN: Journal of Teacher Education
  Journal of Teacher Education   2018   VOL. 69   NO. 5   pp. 477-492  

4. Mentor, colleague, co-learner and judge: using Bourdieu to evaluate the motivations of mentors of Newly Qualified Teachers
Mark Betteney, Jane Barnard & Andrew Lambirth
JN: European Journal of Teacher Education
  European Journal of Teacher Education   2018   VOL. 41   NO. 4   pp. 433-447  

5. Ways of composing teaching teams and their impact on teachers’ perceptions about collaboration
Mathias Krammer, Peter Rossmann, Angela Gastager & Barbara Gasteiger-Klicpera
JN: European Journal of Teacher Education
  European Journal of Teacher Education   2018   VOL. 41   NO. 4   pp. 463-478  

6. Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups
Annika Lantz-Andersson; Mona Lundin; Neil Selwyn
JN: Teaching and Teacher Education
  Teaching and Teacher Education   2018   VOL. 75   pp. 302-315  

7. Special education teachers' relationships with students and self-efficacy moderate associations between classroom-level disruptive behaviors and emotional exhaustion
Juliette A.B. Hopman; Nouchka T. Tick; Jan van der Ende et al
JN: Teaching and Teacher Education
  Teaching and Teacher Education   2018   VOL. 75   pp. 21-30  

8. How do teacher educators use professional standards in their practice?
Terri Bourke; Mary Ryan; Paul Ould
JN: Teaching and Teacher Education
  Teaching and Teacher Education   2018   VOL. 75   pp. 83-92  

9. Personal and contextual factors associated with growth in preschool teachers' self-efficacy beliefs during a longitudinal professional development study
Antje von Suchodoletz; Faiza M. Jamil; Ross A.A.A. Larsen
JN: Teaching and Teacher Education
  Teaching and Teacher Education   2018   VOL. 75   pp. 278-289  

10. Preparing early childhood preservice teachers for science teaching: aligning across a teacher preparation program
Christine N. Lippard, Kristina Tank, Melissa C. Walter, Jackie Krogh & Karen Colbert
JN: Journal of Early Childhood Teacher Education
  Journal of Early Childhood Teacher Education   2018   VOL. 39   NO. 3   pp. 193-212  

11. Research to practice: understanding the role of implicit bias in early childhood disciplinary practices
Jennifer Neitzel
JN: Journal of Early Childhood Teacher Education
  Journal of Early Childhood Teacher Education   2018   VOL. 39   NO. 3   pp. 232-242  

12. The quasi-experimental attitude of teachers: the development of a questionnaire
Wilfried Ploger, Daniel Scholl & Andreas Seifert
JN: Journal of Education for Teaching
  Journal of Education for Teaching   2018   VOL. 44   NO. 4   pp. 415-430  

13. Massive open online courses as a knowledge base for teachers
Smadar Donitsa-Schmidt & Beverley Topaz
JN: Journal of Education for Teaching
  Journal of Education for Teaching   2018   VOL. 44   NO. 5   pp. 608-620  

14. Building learning partnerships between schools and universities: an example from south-west England
Rowena Passy, Jan Georgeson & Beth Gompertz
JN: Journal of Education for Teaching
  Journal of Education for Teaching   2018   VOL. 44   NO. 5   pp. 539-555  

15. From curriculum to practicum: Arab and Jewish trainees’ perceptions of college preparation for teaching
Hava E. Vidergor, Noga Magen-Nagar & Salman Ilaiyan
JN: Teaching Education
  Teaching Education   2018   VOL. 29   NO. 3   pp. 279-299  

16. Clinical Supervision in Teacher Preparation: Exploring the Practices of University-Affiliated Supervisors?
Joni S. Kolman
JN: Action in Teacher Education
  Action in Teacher Education   2018   VOL. 40   NO. 3   pp. 272-287  

17. Building Program Coherence and the (Un)intentional Clinical Experiences for First-Semester Preservice Teachers?
Paul G. Fitchett, Elena Tosky King, Tom Fisher et al
JN: Action in Teacher Education
  Action in Teacher Education   2018   VOL. 40   NO. 3   pp. 319-335  

18. Learning to Teach Bilingual Students: How Teacher Candidates Appropriate Linguistically Responsive Practices?
Meredith Moore
JN: Action in Teacher Education
  Action in Teacher Education   2018   VOL. 40   NO. 3   pp. 336-353  

19. The effects of working conditions on teacher retention
Tray Geiger & Margarita Pivovarova
JN: Teachers and Teaching: theory and practice
  Teachers and Teaching: theory and practice   2018   VOL. 24   NO. 6   pp. 604-625  

20. The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition
Ruth Harmsen, Michelle Helms-Lorenz, Ridwan Maulana & Klaas van Veen
JN: Teachers and Teaching: theory and practice
  Teachers and Teaching: theory and practice   2018   VOL. 24   NO. 6   pp. 626-643  

21. Parents’ perceptions of parent–teacher relationship practices in Dutch primary schools – an exploratory pilot study
Helene Leenders, Carla Haelermans, Johan de Jong & Melanie Monfrance
JN: Teachers and Teaching: theory and practice
  Teachers and Teaching: theory and practice   2018   VOL. 24   NO. 6   pp. 719-743  

22. The Ethnic Prejudice of Flemish Pupils: The Role of Pupils’ and Teachers’ Perceptions of Multicultural Teacher Culture
Roselien Vervaet , Mieke Van Houtte & Peter A. J. Stevens
JN: Teachers College Record
  Teachers College Record   2018   VOL. 120   NO. 5   pp. 1-30  

23. Relational Challenges and Breakthroughs: How Pre-Service English Teachers’ Figured Worlds Impact Their Relationships With Students
April S. Salerno & Amanda K. Kibler
JN: Teachers College Record
  Teachers College Record   2018   VOL. 120   NO. 6   pp. 1-36  

24. Teachers’ Cognitive Flexibility on Engagement and Their Ability to Engage Students: A Theoretical and Empirical Exploration
Kristy Cooper Stein, Andrew Miness & Tara Kintz
JN: Teachers College Record
  Teachers College Record   2018   VOL. 120   NO. 6   pp. 1-38  

25. The use of a collaborative math tutoring model to improve content knowledge among special education teacher candidates
Sarah J. Watt & Leah Wasburn-Moses
JN: Mentoring & Tutoring: Partnership in Learning
  Mentoring & Tutoring: Partnership in Learning   2018   VOL. 26   NO. 3   pp. 305-319  

26. The role of questioning in writing tutorials: a critical approach to student-centered learning in peer tutorials in higher education
Paul Nwati Munje, Robert Doya Nanima & Sherran Clarence
JN: Mentoring & Tutoring: Partnership in Learning
  Mentoring & Tutoring: Partnership in Learning   2018   VOL. 26   NO. 3   pp. 336-353  

27. Studying Discourse as Social Interaction: The Potential of Social Network Analysis for Discourse Studies
Christopher J. Wagner; Mar?a Gonz?lez-Howard
JN: Educational Researcher
  Educational Researcher   2018   VOL. 47   NO. 6   pp. 375-383  

28. Does Cooperating Teachers’ Instructional Effectiveness Improve Preservice Teachers’ Future Performance?
Matthew Ronfeldt; Stacey L. Brockman; Shanyce L. Campbell
JN: Educational Researcher
  Educational Researcher   2018   VOL. 47   NO. 7   pp. 405-418  

29. Bridging the Gap from Teacher to Teacher Educator: The Role of a Teaching Portfolio?
Miriam Hamilton
JN: Studying Teacher Education
  Studying Teacher Education   2018   VOL. 14   NO. 1   pp. 88-102  

30. The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research
Jean Stockard; Timothy W. Wood; Cristy Coughlin
JN: Review of Educational Research
  Review of Educational Research   2018   VOL. 88   NO. 4   pp. 479-507  

31. The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence
Matthew A. Kraft; David Blazar; Dylan Hogan
JN: Review of Educational Research
  Review of Educational Research   2018   VOL. 88   NO. 4   pp. 547-588  

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