Teachers' self-efficacy beliefs and research behaviors are critical to both professional development and the quality of instruction. Thus, teachers are expected to accept and apply the research findings generated by educational researchers to solve a classroom, student, or instructional issue. This article aimed to determine teachers'…

This study was an attempt to explore the possible relationship between EFL teachers' perception (understanding and view) of task-based language teaching (TBLT) and their dominant teaching style. In addition, the study investigated whether EFL teachers' perception of TBLT can predict their dominant teaching style. As for the participants, 180…

With over 14,000 schools implementing Schoolwide Positive Behavior Interventions and Supports (SWPBIS), it is important to consider factors that contribute to effective implementation--which may affect student outcomes. Social validity is one factor that may influence implementation. The purpose of this study was to determine the extent to which…

Objective: To evaluate the effectiveness of 2 brief school-based interventions targeting the homework problems of adolescents with attention-deficit/hyperactivity disorder (ADHD)--the Homework, Organization, and Planning Skills (HOPS) intervention and the Completing Homework by Improving Efficiency and Focus (CHIEF) intervention, as implemented by…

Instructional practices in schools have been constantly changing over the years, and educators' knowledge about these practices is an important factor that influences their effective use. This paper presents an examination of teachers' knowledge and perception of 24 instructional practices commonly used in the field of education, especially in the…

This longitudinal study was designed to ascertain if those teacher candidates (N=388) having failed to make or having made a more or less successful transition into the teaching field 7 years after the commencement of teacher preparation differed in academic aptitudes and academic abilities assessed upon commencement of teacher preparation. MANOVA…

This longitudinal study was designed to compare the academic, personal, and family characteristics of those teacher candidates persisting and not persisting through teacher preparation and the early years of classroom teaching. The candidates' (N=551) personal, family, and academic characteristics were collected upon commencement of teacher…