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Goddard, Yvonne L.; Kim, Minjung – Teachers College Record, 2018
Background/Context: Teacher collaboration, instructional practices, and efficacy are linked in various ways in the literature. For example, in schools where teachers reported greater use of differentiated instruction, team collaboration and culture were reportedly higher (Smit & Humpert, 2012). Further, teachers' instructional mastery…
Descriptors: Teacher Attitudes, Teacher Collaboration, Individualized Instruction, Teacher Effectiveness
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Lewis, James L.; Ream, Robert K.; Bocian, Kathleen M.; Cardullo, Richard A.; Hammond, Kimberly A.; Fast, Lisa A. – Teachers College Record, 2012
Background/Context: How do we account for the persistence of below-average math test score performance among California Hispanics who are fluent in English, as well as Spanish-dominant English learners? Recent studies have attributed the problem to an overly rigid focus on "what works" in curriculum and fluency in English to the…
Descriptors: Academic Achievement, Program Effectiveness, Self Efficacy, Mathematics Tests
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Barr, Dennis J.; Boulay, Beth; Selman, Robert L.; McCormick, Rachel; Lowenstein, Ethan; Gamse, Beth; Fine, Melinda; Leonard, M. Brielle – Teachers College Record, 2015
Background/Context: Billions of dollars are spent annually on professional development (PD) for educators, yet few randomized controlled trials (RCT) have demonstrated the ultimate impact PD has on student learning. Further, while policymakers and others speak to the role schools should play in developing students' civic awareness, RCTs of PD…
Descriptors: Faculty Development, Secondary School Teachers, Citizenship Education, Academic Achievement
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Alston, Chandra; Brown, Michelle T. – Teachers College Record, 2015
Background: Writing is an essential literacy skill; however, public school students often receive inadequate writing instruction, particularly as they move into middle and high school. However, research has shown that the nature of writing tasks assigned can impact writing development and student achievement measured by standardized assessments.…
Descriptors: English Teachers, Language Arts, Teacher Effectiveness, Differences
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Schechter, Chen; Michalsky, Tova – Teachers College Record, 2014
Background: Collective learning in teacher education has primarily focused on learning from problematic practices/approaches, depriving preservice teachers of learning opportunities embedded in professional successes. Purpose: The goal of the present study was to explore the value of systematic learning from success as a complementary reflective…
Descriptors: Preservice Teacher Education, Success, Student Teachers, Physics
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Anderson, Kenneth Alonzo – Teachers College Record, 2016
Background/Context: This article summarizes an increasing trend of antideficit Black male research in mathematics and highlights opportunities to add to the research. A review of the literature shows that antideficit researchers often examine relationships between individual traits and persistence of high-achieving Black males in mathematics.…
Descriptors: High Achievement, High School Students, African American Students, Males
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Lee, Ahlam – Teachers College Record, 2017
Background/Context: Because of the growing concern over the decline of bachelor degree recipients in the disciplines of science, technology, engineering, and math (STEM) in the U.S., several studies have been devoted to identifying the factors that affect students' STEM major choices. A majority of these studies have focused on factors relevant to…
Descriptors: Bachelors Degrees, Structural Equation Models, STEM Education, Mathematics Instruction
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Yoon, Irene H. – Teachers College Record, 2016
Background/Context: Collaboration is increasingly part of teachers' professional learning and continuous improvement of teaching practice. However, there is little exploration of how teachers' racial, gender, and social class identities influence their collaboration with colleagues and, in turn, their teaching and professional learning.…
Descriptors: Elementary School Teachers, Middle Class, Females, Whites
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Ross, John A. – Teachers College Record, 1995
Reviews research on teacher efficacy, concluding that teachers who believe they are effective set more challenging goals for themselves and their students, take responsibility for student outcomes, and persist when faced with obstacles to learning. The article suggests that efforts to improve schools should include attention to teacher efficacy.…
Descriptors: Academic Achievement, Elementary School Teachers, Elementary Secondary Education, Higher Education
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Reyes, Marcela; Domina, Thurston – Teachers College Record, 2017
Background: Virtually all high schools offer a range of courses to allow students to enroll in four years of high school mathematics. However, only two thirds of U.S. high school graduates took mathematics courses each school year. Purpose/Research Question: This study addresses three research questions: First, how do students' math course…
Descriptors: Student Interests, Student Attitudes, High School Students, Secondary School Mathematics
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White, Marie C. – Teachers College Record, 2017
Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the 21st-century classroom. The purpose of the chapter is to present how an integrated framework of cyclical phases and developmental levels of self-regulated learning play a significant role in modeling and self-regulatory learning as…
Descriptors: Metacognition, Self Efficacy, Learning Motivation, Guidelines
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Kim, Chong Min; Frank, Kenneth A.; Spillane, James P. – Teachers College Record, 2018
Background/Context: While some commentators view education as a social mobility mechanism, many scholars argue that schools reproduce rather than challenge social inequality. A vast literature on the role of family background and educational stratification identifies various factors that help account for how schools contribute to reproducing…
Descriptors: Elementary School Teachers, Elementary School Students, Teacher Attitudes, Teacher Student Relationship
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Rogers, John; Lubienski, Chris; Scott, Janelle; Welner, Kevin G. – Teachers College Record, 2015
Background: Purpose: This analysis considers the emergence, evidentiary basis, and potential of parent trigger policies. In particular, we focus on the policy, political and social circumstances in which parent trigger legislation emerged in California, the efficacy of the school improvement levers on which it draws, and the underlying assumptions…
Descriptors: Parent Participation, Educational Change, Politics of Education, State Legislation
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Wood, Diane – Teachers College Record, 2007
Background/Context: In an era of high stakes accountability, public school districts struggle to improve teaching and learning for all students. As a result, effective professional development approaches for teachers are a high priority. Recently, teachers' learning communities (LCs) have been recommended because successful LCs foster teacher…
Descriptors: Professional Autonomy, Program Effectiveness, Focus Groups, Teacher Role
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Supovitz, Jonathan – Teachers College Record, 2012
Background/Context: Much has been written about the efficacy of formative assessment. However, relatively little of that research focuses on the design qualities of the assessment instruments themselves that might provide useful information to teachers. Purpose/Objective/Research Question/Focus of Study: This article decomposes the formative…
Descriptors: Cognitive Processes, Student Evaluation, Teachers, Test Construction
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