This non-experimental, correlational, quantitative study sought to identify possible relationships between educators' beliefs in neuromyths - misconceptions or misunderstandings about how people learn - and the frequency in which instructional practices are used in the classroom. The prevalence and pervasiveness of neuromyth beliefs are well…

This study examined the association between observers and students' reports of instructional support at the classroom-level, and whether students' off-task behavior predicted their perception of instructional support over time. The sample consisted of 1306 students and 79 teachers. Multilevel Structural Equation Modeling was applied to the…

The current study explored changes in first-year teacher self-efficacy of 77 teachers in Virginia during COVID-19. Data included four survey times (August, October, February, and June) to measure changes in first-year teacher self-efficacy. The results found that teacher self-efficacy was highest entering the school year but significantly…

Grade-level proficiency for secondary literacy classrooms remains an area to probe for improved student achievement. Tools to measure effectiveness of classroom practices also do not exist in large quantities. Based on the findings of The Opportunity Myth (2018), equity in the literacy classroom can be identified as: (1) grade level appropriate…

The purpose of this quantitative synthesis of single-case design (SCD) research was to investigate the effects associated with increasing teacher-directed opportunities to respond (TD-OTRs) on student behavioral outcomes in general, as well as differentiated by student response mode, grade level, and SCD research quality ratings. Twelve studies,…

The purpose of the study reported on was to investigate the current classroom practices of teachers. Using multistage sampling, 245 teachers were selected from primary and secondary schools in the Amhara Region and Addis Ababa City, Ethiopia. A survey design was used for the study. The major results obtained showed that problems were observed in…

The first years of teaching are challenging. Knowledge of the kind of support new teachers require is essential. Existing typologies date back from the 1980s and the early 2000s. The aim of this article is twofold: 1) to validate a typology of novice teachers' support needs using confirmatory factor analysis and 2) to compare these needs in…

Three interrelated, principal factors bearing on the concept of "individualized instruction" are critically examined in this study. They include the notions of: (1) "integrity of the discipline," (2) "democratization" of instruction, and (3) academic accountability. Discussion of the growing mythology surrounding individualized instruction reveals…

At the advanced secondary level the terms closed'' and free'' work forms are applied to instructional formats which respectively inhibit or encourage students' independence and creativity in language study; critical evaluation of Diethard Lubke's article on teaching techniques in Neueren Sprachen, n8 p451-463 1972. (RS)

IT IS THE EXPRESSED HOPE OF THE AUTHORS THAT THE PRACTICES DESCRIBED HERE WILL STIMULATE READER MODIFICATIONS OF THE MATERIAL PRESENTED, FOR EFFECTIVENESS IN ANY SCHOOL SITUATION. THE BOOK PRESENTS METHODS, PROCEDURES, AND TECHNIQUES FOR TEACHING CRITICAL THINKING IN JUNIOR AND SENIOR HIGH SCHOOL. CRITICAL THINKING AND PROBLEM SOLVING, USED…

This newsletter, devoted to the topic of individualization of foreign language instruction in America, contains a series of statements by prominent educators expressing their endorsement of the theory implied in this increasingly popular mode of instruction. A summary of general curriculum guidelines governing educators in the State of…

Sociological implications suggested by the growing national trend of individualized foreign language instruction in American schools are explored in the introductory remarks of this final report of a workshop held at West Chester State College, Pennsylvania. The rationale, structure, and daily schedule of the workshop, and a paper by Valerie M.…

These conference proceedings contain addresses and comments of some 42 participants. Papers are grouped in three major sections: (1) the status of individualized foreign language instruction today, (2) small-group presentations, and (3) viewpoints on change. The papers cover a wide variety of topics including a review of the state-of-the-art,…

This text, intended to assist the individual teacher in developing the basic ingredients of his own repertoire of effective teaching skills, provides a wide-ranging examination of language instruction beginning with a critical review of both audiolingual and cognitive theory and practice and concludes with an extensive discussion of the four…

The collection of papers was written by teacher researchers from an adult migrant English program, and consists of reports and discussions of action research on teaching heterogeneous learner groups. Papers include: "Disparate Groups: Exploring Diversity in Practice through Collaborative Action Research" (Anne Burns, Susan Hood); "A Profile of…