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Secondary Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
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- AITSL (1)
- Classroom management (1)
- Developmental needs (1)
- Emotion (1)
- Epistemic beliefs (1)
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- Learning environment (1)
- Locus of control (1)
- Mathematical knowledge for teaching (1)
- Mathematics teachers (1)
- Process-product research (1)
- Professional development (1)
- Professional standards (1)
- Research review (1)
- Self-efficacy (1)
- Student behaviour (1)
- Teacher effectiveness. (1)
- Teacher-student relationships (1)
- Teachers’ beliefs (1)
- Transition years (1)
- Urban schools (1)
Articles 1 - 3 of 3
Full-Text Articles in Secondary Education and Teaching
Teacher Perceptions Of Student Developmental Needs: It’S All Emotional, Elizabeth Hinchcliff, Melissa A. Newberry
Teacher Perceptions Of Student Developmental Needs: It’S All Emotional, Elizabeth Hinchcliff, Melissa A. Newberry
Australian Journal of Teacher Education
Previous research has suggested that emotional and social developmental domains configure most prominently for adolescents in the classroom. In this qualitative study, we first aimed to explore teachers’ perspectives of students’ needs, then to explore the ways that teachers came to understand those needs, and how that understanding informed their practice of attending to student needs in the classroom. Findings suggest that teachers, also, are more attuned to the emotional domain, interpreting all needs displayed by students through an emotional lens. Additionally, teachers used emotion as an entry point to connect with students and sought to support student development through …
Classroom Management And National Professional Standards For Teachers: A Review Of The Literature On Theory And Practice, Helen M. Egeberg, Andrew Mcconney, Anne Price
Classroom Management And National Professional Standards For Teachers: A Review Of The Literature On Theory And Practice, Helen M. Egeberg, Andrew Mcconney, Anne Price
Australian Journal of Teacher Education
This article reviews the conceptual and empirical research on classroom management to ascertain the extent to which there is consistency between the “advice” found in the research literature and the professional standards for teachers and initial teacher education, in regards to knowledge and perspectives about effective classroom management. Focusing on the evolution of beliefs, knowledge and perspectives about classroom management the article will clarify effective classroom management and place this within the frameworks on effective teaching, in particular the AITSL standards, and consequently consider some implications for best practice.
Antecedents Of Teachers’ Educational Beliefs About Mathematics And Mathematical Knowledge For Teaching Among In-Service Teachers In High Poverty Urban Schools, Danya M. Corkin, Adem Ekmekci, Anne Papakonstantinou
Antecedents Of Teachers’ Educational Beliefs About Mathematics And Mathematical Knowledge For Teaching Among In-Service Teachers In High Poverty Urban Schools, Danya M. Corkin, Adem Ekmekci, Anne Papakonstantinou
Australian Journal of Teacher Education
This paper examines the antecedents of three types of educational beliefs about mathematics among 151 teachers predominantly working in high poverty schools. Studies across various countries have found that teachers in high poverty schools are less likely to enact instructional approaches that align with mathematics reform standards set by national and international organizations. Researchers contend that for instruction to change, educational beliefs about mathematics and teaching must change. Regression analyses indicated that mathematics-teaching experience was associated with teachers’ self-efficacy for teaching mathematics at the onset of professional development and the number of mathematics college courses teachers had taken moderated their …