Classroom assessment is an essential part of education. The study investigated teachers' perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to…

A non-specialist teacher of mathematics is a school teacher who qualified to teach in a subject other than mathematics yet teaches mathematics to students in secondary school. There is an emerging interest internationally in this population, a brief report of which is given in the paper. Because of concerns about the quality of non-specialists'…

This article directly focuses on insight into the behavioural traits that enhance resilience as a non-cognitive academic skill at secondary school level, and describes a visual resilience toolkit to use with students. The main findings from this case study showed that it was possible to identify a resilience continuum for year 8 (age 12-13),…

Research that aimed to examine teachers' experiences whilst implementing a reform approach to mathematics teaching in an Irish primary school forms the basis of this paper. In particular, factors that contributed to changing mathematics practice in this case study school are outlined. The school engaged in professional development (PD) that…

This longitudinal case study examines whether a school-based training scheme that brings together different categories of teacher educators (university supervisors and cooperating teachers) engenders true collective training activity and, if so, whether this collective work contributes to pre-service teacher education. The scheme grew out of a…

Research has shown that collaborative learning is a very powerful methodology as it ensures interaction among students, humanises the learning process and has positive effects on academic achievement. An activity based on this approach can also benefit from the use of technology, making this task more appealing to our students today. The aim of…

This paper reports on the relationship between the subject matter knowledge of two underqualified teachers and their topic-specific pedagogical content knowledge (TSPCK) as they taught genetics at two community secondary schools in Malawi. The study was qualitative and used the multiple case study approach. The sample was purposefully chosen. Data…

If teachers are to adequately support development of their students' numeracy capabilities then they need to have an identity as a teacher of numeracy. A preliminary evaluation of a conceptual framework (Bennison & Goos, 2013) developed for use in a two-year study that seeks to understand this construct is presented. Initial findings about an…

This study investigates how teachers understand and implement the emphasis on studentcentredness in the new English curriculum in secondary classrooms in urban areas of China and the factors affecting implementation. It focuses on whether the advantages (greater access to resources, better trained teachers, and so on) of the urban context make…

This paper describes the fit between educational technologies and teacher views and pedagogies in light of two recently completed research projects. These studies focused on observed pedagogies associated with the classroom-based use of two learning technologies: digital video (student-generated), and interactive whiteboards. The paper considers…

This document provides part of a final report to the Scottish Education Department on a study of student teachers' observations of and interviews with cooperating teachers. The purpose of the research was to help student teachers acquire an understanding of and control over teaching methods. The findings are from experiments with three samples of…