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Educational Leadership as Best Practice in Highly Effective Schools in the Autonomous Region of the Basque County (Spain)
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Intxausti, Nahia; Joaristi, Luis; Lizasoain, Luis – Educational Management Administration & Leadership, 2016
This study presents part of a research project currently underway which aims to characterise the best practices of highly effective schools in the Autonomous Region of the Basque Country (Spain). Multilevel statistical modelling and hierarchical linear models were used to select 32 highly effective schools, with highly effective being taken to…
Descriptors: Foreign Countries, School Effectiveness, Instructional Leadership, Best Practices
Teacher Self-Efficacy and Intentions to Use Antibullying Practices as Predictors of Children's Peer Victimization
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Gregus, Samantha J.; Hernandez Rodriguez, Juventino; Pastrana, Freddie A.; Craig, James T.; McQuillin, Samuel D.; Cavell, Timothy A. – School Psychology Review, 2017
Teachers are key players in efforts to address school bullying and peer victimization. Recent studies found that teachers' responses to peer victimization can vary based on their beliefs and attitudes. We examined relations among teacher self-efficacy, teachers' intentions to use recommended antibullying practices, and peer victimization as rated…
Descriptors: Self Efficacy, Bullying, Intervention, Teacher Attitudes
Effective and Inclusive Schools? Attention to Diversity in Highly Effective Schools in the Autonomous Region of the Basque Country
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Intxausti, Nahia; Etxeberria, Feli; Bartau, Isabel – International Journal of Inclusive Education, 2017
This paper forms part of a research project that aims to characterise best practices in highly effective schools in the Autonomous Region of the Basque Country (ARBC). The aim is for the best practices identified to serve as points of reference when designing improvement plans to be implemented in all schools in the ARBC, with the advice and…
Descriptors: Foreign Countries, Inclusion, Student Diversity, School Effectiveness
Effect of Transnational Standards on U.S. Teacher Education
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Murry, Kevin G.; Herrera, Socorro G.; Miller, Stuart S.; Fanning, Cristina A.; Kavimandan, Shabina K.; Holmes, Melissa A. – FIRE: Forum for International Research in Education, 2015
The Standards for Effective Pedagogy and Learning (CREDE, 2014) specify five "transnational universals of teaching" that are especially effective for the rapidly growing population of English language learners in North America. CLASSIC is an evidence-based, CREDE-aligned model of teacher education for classroom educators of English…
Descriptors: Global Approach, Academic Standards, Teacher Education, Faculty Development