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Changes in the thinking and practice of modern language teachers in an area of Greece, through action research involving training in, and experience of ICT in educationPolyzou, Angeliki January 2002 (has links)
No description available.
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An analysis of language use and classroom interaction in vocational engineering coursesGove, P. S-M. January 1988 (has links)
No description available.
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Education accountability and school governorsBrigley, Stephen James January 1991 (has links)
No description available.
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A study of the one and two-year in-service courses for secondary school teachers in GreeceBobetsis, A. January 1982 (has links)
No description available.
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Student teachers as researchers : an inquiry-oriented approach to initial teacher educationMatei, Speranta-Gabriela January 2002 (has links)
No description available.
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A case study of reflective teachingBristow, Stephen James January 1990 (has links)
No description available.
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Stress in tutor-teachers in Taiwan : exploration and an evaluation of a stress management programmeShu, Chin-Yi January 2003 (has links)
No description available.
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Inset at a distance in Sierra Leone : Development and evaluation of a courseKaikumba, N. O. January 1986 (has links)
No description available.
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Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic LifeValdner, Faith January 2014 (has links)
Students spend most of their waking hours with their teachers and peers, who are considered to be the significant others, that influence their learning motivation and school life. Whether a student likes to go to school or not, whether she can adjust in school and engage in all learning activities, whether she can get good grades or fail depend not only on herself, but on the significant others. In this study, the aim is to find out how and in what ways teachers and peers influence adolescents in their academic life. Forty-one articles were reviewed to discuss around four research questions: What kinds of influences do peers have on adolescents in the academic context? In what ways do teachers’ high expectations affect the students? What kind of teacher-student relationships do students perceive in order to have positive attitudestowards school and have satisfying outcomes? What aspects in adolescents’ academic life are influenced by teachers’ self-efficacy? Teachers and peers are important motivators in students’ academic life. When the school, teacher and parents are aware of the influences from peers and teachers, they are given a chance to improve the factors involved so that students can learn best in a supportive atmosphere and environment.
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Assessing the impact of teacher beliefs on student achievementFrentress, Jennifer L. 11 November 2014 (has links)
<p> This study examines the impact of cultural competency training and an equity agenda on teacher beliefs and expectations as they relate to student achievement. Despite excessive investment in education reform, prevailing efforts continue to produce inequitable outcomes. I want to advance a theory of action that promotes embedding discourse and training to build understanding of the diverse student populations in our public schools as a strategy to improve student outcomes. </p><p> I used a mixed methods research design to study the impact of cultural competency training on teachers' beliefs about the students they teach and to examine the relationship between the training and the achievement of those students. Methods included a web-based questionnaire, interviews of teachers, leaders, and consultants, document review, and analysis of student achievement scores in one school. Quantitative findings suggest a relationship between teacher beliefs and student outcomes: as teachers participated in cultural competency training, student achievement on the statewide reading test increased for all student groups and the gaps between groups decreased. Qualitative findings show an increased understanding of diverse student and family needs and improved understanding of personal bias changed teachers' beliefs and perceptions about their students and led teachers to hold higher expectations academically for their students. </p><p> While the scale of this study was small (one school in one district), findings support the need for cultural competency training in schools and districts experiencing a gap in achievement between more affluent and white students and culturally or linguistically diverse student populations.</p>
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