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Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
Six beginning teachers were compared to an exemplary, experienced teacher. Teacher beliefs, classroom practices, and student engagement data were coded from theory-driven and data-driven perspectives. The strongest teachers demonstrated...
This article addresses the shifting educational priorities in the accountability era by examining states' expressed and assessed educational goals in relationship to those goals enjoying historical and popular support. We argue that... An examination of how state and federal educational goals, particularly in terms of accountability, might have counterproductive effects on students and teachers by hindering individual and social growth. This paper argues that changing educational priorities coming from state and federal policies (such as the No Child Left Behind) often results in stakeholders’ (e.g. teachers) beliefs about the purposes of education being at odds with...
Teacher education assumes that the more time observing practicing teachers, the better, but the value of observation (guided or unguided) in early field experiences is unknown. In this mixed-methods study, we examined the levels of...
Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
