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Secondary Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
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- Attributes of teacher leadership (1)
- Behavioral engagement (1)
- Chinese educational context (1)
- Coaching cycles (1)
- Cognitive engagement (1)
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- Depth of Knowledge (1)
- Engagement platforms. (1)
- Engagement practices (1)
- Instructional feedback (1)
- Instructional practices (1)
- Junior and senior high school teachers (1)
- Mixed methods (1)
- Opportunities provided by schools (1)
- Professional development (1)
- Socio-emotional engagement (1)
- Targeted intervention (1)
- Teacher effectiveness (1)
- Teacher leadership (1)
- Teacher responsiveness to intervention (1)
- Virtual learning (1)
Articles 1 - 2 of 2
Full-Text Articles in Secondary Education and Teaching
Teacher Leadership In The Context Of Chinese Education, Chudi Zhou, Qian Yang, Ying Dong, Xiaoying Wang
Teacher Leadership In The Context Of Chinese Education, Chudi Zhou, Qian Yang, Ying Dong, Xiaoying Wang
Dissertations
In response to addressing the increasing requirements to enhance the competencies of students and teachers, as well as the quality of schools in the global environment, the need for fostering teacher leadership has been proposed by many scholars and practitioners. School context is regarded as an important influence on the successful development of teacher leadership. While many studies related to teacher leadership have been reported in Western countries, a limited number of studies have been reported within the Chinese educational context. We also observed that among the limited studies, there was a lack of empirical research on how schools provide …
Ready To Engage? Urban Middle School Teachers’ Responsiveness To Targeted Engagement Interventions On Their Virtual Instructional Practices: An Action Research Study, Svetlana Nikic
Dissertations
Teachers’ effectiveness is associated with their instructional practices and is ultimately linked to students’ learning outcomes. In order to impact teachers’ effectiveness, schools focus substantial effort and resources on professional development led by an assumption that teachers’ classroom practices can be improved through targeted interventions. Even if this premise is correct, little information is available about how much a teacher’s practice may change through interventions, or which aspects of instructional practice are more receptive to improving teacher effectiveness (Garret et al., 2019).
This study took place at an urban middle school and examined teachers’ responsiveness to targeted engagement intervention in …