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Teaching and Teacher Education: An International Journal of Research and Studies

November 2016 Volume 60, Number 1

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Table of Contents

Number of articles: 42

  1. Behind the scenes of reflective practice in professional development: A glance into the ethical predicaments of secondary school teachers

    Ilana Finefter-Rosenbluh

    This case study examined 12 American secondary school teachers' ethical predicaments involving reflective practices in professional development programs (PDPs), and the impact of these predicaments... More

    pp. 1-11

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  2. Explaining discrepancies between teacher beliefs and teacher interventions in a problem-based learning environment: A mixed methods study

    J.H.E. Assen, Stenden University of Applied Sciences; F. Meijers, Centrum voor Lectoraten & Onderzoek; H. Otting, Stenden University of Applied Sciences; R.F. Poell, Tilburg University

    The purpose of this study was to explore the discrepancy between teacher beliefs and behavior in a Problem-Based Learning (PBL) environment. Using a survey and observations, this study demonstrated... More

    pp. 12-23

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  3. Navigating the journey to culturally responsive teaching: Lessons from the success and struggles of one first-year, Black female teacher of Black students in an urban school

    Heather Coffey, University of North Carolina at Charlotte, United States; Abiola Farinde-Wu, University of Pittsburgh, United States

    This exploratory case study examines the experiences of one first-year, Black female English language arts teacher and her Advanced Placement Language and Composition students. Through an... More

    pp. 24-33

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  4. Effects of an intensive data-based decision making intervention on teacher efficacy

    Emmelien A. van der Scheer & Adrie J. Visscher, University of Twente

    Research into the effects of interventions on teacher efficacy is scarce. In this study, the long-term effects of an intensive data-based decision making intervention on teacher efficacy of mainly ... More

    pp. 34-43

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  5. Teachers' capital and relations with parents: A comparison between Israeli Jewish and Arab teachers

    Audrey Addi-Raccah, School of Education, Israel; Yael Grinshtain, The Open University of Israel, Israel

    Under neo-liberal policies, parents gain influence in schools. Following Bourdieu's notion of field, we examined teachers' views toward parents and their possession of feminine, social, and... More

    pp. 44-53

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  6. Writing on the walls: Supporting 21st century thinking in the material classroom

    Annamary L. Consalvo, School of Education, United States; Ann D. David, Dreeben School of Education, United States

    A school's walls are taken-for-granted spaces, not seen as central to teaching. This article asks: How do teachers facilitate writing on secondary classroom and hallway walls that helps to build... More

    pp. 54-65

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  7. Māwhai: Webbing a professional identity through networked interprofessional communities of practice

    Mandia Mentis, Wendy Holley-Boen, Philippa Butler, Alison Kearney, Julia Budd, Tracy Riley, Jude MacArthur, Vijaya Dharan & Jill Bevan-Brown

    Professional identity is a frequently used term in teacher education although there is little consensus of what it means for practice. Drawing on research in the fields of professional identity... More

    pp. 66-75

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  8. Boundary crossing by science teacher researchers in a PhD program

    Anouke Bakx, Eindhoven School of Education; Arthur Bakker, Freudenthal Institute; Maaike Koopman & Douwe Beijaard, Eindhoven School of Education

    The boundaries between communities of teaching and educational research are very persistent. Boundaries can be conceptualized as sociocultural differences, leading towards discontinuity in action... More

    pp. 76-87

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  9. Secondary mathematics coaching: The components of effective mathematics coaching and implications

    Priscilla Bengo

    Mathematics coaching, which can be defined broadly as job-embedded learning for mathematics teachers with someone who can help, is being used in Canada to improve teaching practice and increase... More

    pp. 88-96

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  10. Analysis of constructive practice in instrumental music education: Case study with an expert cello teacher

    Guadalupe López-Íñiguez & Juan Ignacio Pozo

    A case study was conducted on an expert cello teacher and a 7-year-old student, to analyze the relationships between the teacher's constructive conceptions and instructional practices, by means of ... More

    pp. 97-107

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  11. Successful university-school partnerships: An interpretive framework to inform partnership practice

    Mellita Jones, Australian Catholic University, Australia; Linda Hobbs, Deakin University, Australia; John Kenny, University of Tasmania, Australia; Coral Campbell & Gail Chittleborough, Deakin University, Australia; Andrew Gilbert, George Mason University, United States; Sandra Herbert, Deakin University, Australia; Christine Redman, University of Melbourne, Australia

    This paper presents an Interpretive Framework stemming from a longitudinal and iterative multiple case study of five Australian universities examining the cogent and unique practices underpinning... More

    pp. 108-120

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  12. How do 15–16 year old students use scientific knowledge to justify their reasoning about human sexuality and relationships?

    Mats G. Lindahl, Department of Chemistry and Biomedical Sciences, Sweden; Mattias Lundin, Department of Education, Sweden

    In order to advance our understanding about the roles students assign to expert knowledge, the present study addresses how 32 Swedish secondary-school students use their knowledge of scientific... More

    pp. 121-130

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  13. What do U.S. and Spanish pre-service teachers think about educational and professional use of Twitter? A comparative study

    Jeffrey P. Carpenter, Elon University, United States; Gemma Tur & Victoria I. Marín, Universitat de les Illes Balears, Spain

    This mixed-methods study explored pre-service teacher (PST) perceptions of educational and professional uses of the social media platform Twitter. PSTs (N = 153) from two universities in the United... More

    pp. 131-143

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  14. The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study

    Olli-Pekka Malinen, Niilo Mäki Institute, Finland; Hannu Savolainen, University of Jyväskylä, Finland

    This study investigated how perceived school climate affects teachers' job satisfaction and burnout and how self-efficacy and collective efficacy in behavior management mediate the effect of... More

    pp. 144-152

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  15. The long arm of work: A motivational conflict perspective on teacher strain

    Axel Grund, Nina Katrin Brassler & Stefan Fries

    Teacher strain is seen typically as a phenomenon within the job domain. Drawing on effort-recovery theory as well as on research on work–family conflict and motivational interference, we propose... More

    pp. 153-163

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  16. A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study

    Christine Lee Bae, Virginia Commonwealth University, United States; Kathryn N. Hayes & Jeffery Seitz, California State University East Bay, United States; Dawn O'Connor, Alameda County Office of Education, United States; Rachelle DiStefano, California State University East Bay, United States

    Although lesson study is increasingly adopted in the United States (U.S.), the impact of lesson study on teacher learning is uncertain. This study presents a theoretically grounded set of codes to ... More

    pp. 164-178

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  17. Examining preservice teachers' conceptual and practical understandings of adopting iPads into their teaching of young children

    Christopher P. Brown, Joanna Englehardt & Heather Mathers

    Education stakeholders across the globe continue to call for teachers to learn how to incorporate technology into their teaching. Yet, incorporating new technology into teacher training programs is... More

    pp. 179-190

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  18. Coteaching as professional development for cooperating teachers

    Jennifer Gallo-Fox & Kathryn Scantlebury, University of Delaware, United States

    Coteaching provides opportunities for teachers to collectively share responsibility for student learning. This paper reports on findings from a longitudinal study in which cooperating teachers... More

    pp. 191-202

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  19. Problematizing lesson study and its impacts: Studying a highly contextualised approach to professional learning

    Mark Hadfield, Cardiff University, United Kingdom; Michael Jopling, Northumbria University, United Kingdom

    Researching the efficacy of lesson study has been complicated by the manner in which it has been reinterpreted in different settings and contexts. Drawing on research into a national school... More

    pp. 203-214

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  20. Twitter as an informal learning space for teachers!? The role of social capital in Twitter conversations among teachers

    Martin Rehm, University Duisburg–Essen, Germany; Ad Notten, UNU-MERIT

    Twitter can contribute to the continuous professional development of teachers by initiating and fostering informal learning. Social capital theory can aid to analyze the underlying communication... More

    pp. 215-223

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