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Peer reviewed
Direct linkAsha K. Jitendra; Michael R. Harwell; Soo-hyun Im – Journal of Experimental Education, 2024
This study investigated the sustainability effects of the schema-based instruction (SBI) program and corresponding PD on the instructional practices of two cohorts of teachers (i.e., SBI experienced-teacher implementers and SBI novice-teacher implementers) and on students' ability to reason with proportions and overall mathematics performance. SBI…
Descriptors: Professional Development, Thinking Skills, Teaching Methods, Schemata (Cognition)
Yasemin Copur-Gencturk; Jingxian Li; Allan S. Cohen; Chandra Hawley Orrill – Grantee Submission, 2024
Scholars and practitioners have called for personalized and widely accessible professional development (PD) for teachers. Yet, a long-standing tension between customizing support and increasing access to such support has hindered the scale-up of high-quality PD for individual teachers. This study addresses this challenge by developing a…
Descriptors: Professional Development, Electronic Learning, Individualized Instruction, Program Effectiveness
Shahab Moradkhani; Marjan Ebadijalal – Journal of Language, Identity, and Education, 2024
This study aimed at uncovering complexities surrounding in-service English as a foreign language (EFL) teachers' identity development. Literature still lacks knowledge about such process in the face of workplace conflicts and as to whether such conflicts vacillate EFL teachers' imagined and practiced identities, especially in the context of Iran.…
Descriptors: Foreign Countries, Language Teachers, English (Second Language), Professional Identity
