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Bibliographies
251
1 The Effect of Teachers’ Perception of Organizational Justice on their Job Stress
2 Elementary School Head’s Leadership Styles Influencing Teachers’ Job Satisfaction in Selected Public Schools in Paranaque
3 The relationship between school principals’ social-emotional education leadership and teachers’ organizational trust and job performance
4 School Type and Leadership Pattern of Principals as Predictors of Science Teachers’ Job Performance in Rivers State Nigeria
5 Organizational Justice, Perceived Stress and Leader Support as Predictors of Teachers’ Job Satisfaction
6 Relationship between School Principals’ Leadership Behaviors and Teachers’ Organizational Trust
7 Role of professional learning communities in improving teachers’ job satisfaction: why does trust in colleagues and emotional intelligence matter?
8 Teachers’ Perceived Challenges and Coping Strategies in Pandemic-Influenced Teaching:Basis for a School-Based Teacher Support Mechanism
9 Teachers’ perception, challenges and coping mechanism in the implementation of modular learning modalities in the new normal
10 Program Reach and Implementation Feasibility of a Physical Activity School Health Program: A Qualitative Study of Teachers’ Perception
11 Investigation of teachers’ opinions concerning FATİH project in the context of technological pedagogical content knowledge
12 The Nature of Middle School In-Service Teachers’ Engagements in Proving-Related Activities
13 Pre-service Preschool Teachers’Views, Experiences and Approaches About Children’s Drawings
14 The Change in the Curricula: Teachers’ Perceptions
15 The Nature of Middle School In-Service Teachers’ Engagements in Proving-Related Activities
16 Pre-service Preschool Teachers’Views, Experiences and Approaches About Children’s Drawings
17 The Change in the Curricula: Teachers’ Perceptions
18 Le codesign d’une plateforme numérique fondé sur des principes au service de l’agentivité des enseignantes et des enseignants en contexte de développement professionnel | Co-Design of a Digital Platform Based on Principles Supporting Teachers’ Agency in the Context of Professional Development
19 The intertwining of laïcité and ethnicity: Observations from teachers’ practices in state schools in Provence
20 Content-area reading comprehension and teachers’ use of instructional time: effects on middle school students’ social studies knowledge
21 Bad Religion as False Religion: An Empirical Study of UK Religious Education Teachers’ Essentialist Religious Discourse
22 Teaching Electric Circuits: Teachers’ Perceptions and Learners’ Misconceptions
23 Questions about answers: Probing teachers’ awareness and planned remediation of learners’ misconceptions about electric circuits
24 Implicit change leadership schemas, perceived effective change management, and teachers’ commitment to change in secondary schools in the Philippines
25 Inclusion of Children with Hearing Impairment in Schools: A Survey on Teachers’ Attitudes
26 Teachers’ Beliefs and Technology: Calculator Use in Mathematics Instruction in Junior Secondary Schools in Botswana
27 PRESERVICE TEACHERS’ BELIEFS AND PRACTICES IN TEACHING ENGLISH TO YOUNG LEARNERS
28 The Nature of Recognition in TEFL Teachers’ Lives
29 Teachers’ humor and its relationships with chronic fatigue − the mediating role of the sense of stress at work
30 Irish migrant teachers’ experiences and perceptions of autonomy and accountability in the English education system
31 Addressing the Cultivation of Teachers’ Reflection Skills via Virtual Reality Based Methodology
32 Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research
33 Special Education Teachers’ Narratives and Attachment Style: Associations with Classroom Emotional Support
34 Head Start classroom teachers’ and assistant teachers’ perceptions of professional development using a LEARN framework
35 Secondary School Teachers’ Perception of “Teacher Professional Development”: A Case Study of Teachers from Five Districts of Uganda.
36 Early Reading Skills in English as a Foreign Language Via ICT in Greece: Early Childhood Student Teachers’ Perceptions
37 Professional Learning through Coaching: toward the Enhancement of the Teachers’ Pedagogical Competence
38 Correction to: Preservice Middle and High School Mathematics Teachers’ Strategies when Solving Proportion Problems (International Journal of Science and Mathematics Education, (2018), 16, 2, (315-335), 10.1007/s10763-016-9775-1)
39 Primary teachers’ views on using technology in education, flipped classroom and cooperative learning
40 Prospective elementary and secondary school mathematics teachers’ statistical reasoning
41 Impact evaluation of the Masters Courses on the Science Teachers’ professional practices – best practices examples
42 Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom
43 Elementary Teachers’ Perceptions of Their Professional Teaching Competencies: Differences Between Teachers of Math/Science Majors and Non-math/Science Majors in Taiwan
44 Black Teachers’ Retention and Transfer Patterns in North Carolina: How Do Patterns Vary by Teacher Effectiveness, Subject, and School Conditions?
45 Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students
46 Effects of digital video-based feedback environments on pre-service teachers’ feedback competence
47 The Evolution of Pre-school and Elementary School Teachers’ Career Trajectories – Career Beginnings and Ambitions
48 IMPACT OF EDUCATIONAL REFORMS ON THE IMPROVING OF TEACHERS’ TRAINING QUALITY IN THE NETHERLANDS
49 Effective curricula for at-risk students in vocational education: a study of teachers’ practice
50 Teachers’ beliefs and practices of implementing secondary english curriculum reform in Bangladesh: A phenomenological study
51 Teachers’ moral agency under neo-liberal influences: what is educationally desirable in China’s curriculum reform?
52 Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change
53 Primary teachers’ perspectives on mathematics during curriculum reform: A collective case study from Cyprus
54 Teachers’ acceptance of curriculum reform in the Czech Republic: One decade later
55 Engineering Students’ Motivation to Learn Technical English in ESP Courses: Investigating Iranian Teachers’ and Students’ Perceptions
56 Curriculum Expectations versus Teachers’ Opinions and Practices in Teaching English in Rural Primary Schools in Uganda
57 Primary school teachers’ conceptions of creativity in teaching English as a foreign language (EFL) in China
58 The Effect of Elementary School Teachers’ Knowledge of Learning Disabilities on Referring Afflicted Students to Speech Therapy
59 Interrupting Teachers’ Assumptions about English Learners through Literature Discussion
60 Peer coaching as a means of EFL teachers’ professional development
61 The relationship between EFL teachers’ continuing professional development and their self-efficacy: A structural equation modeling approach
62 Iranian public school and private institute EFL teachers’ perception towards self-initiated professional development
63 Continuing Professional Development Strategies: A Model for the Iranian EFL Teachers’ Success
64 EFL teachers’ emotions: The driving force of sustainable professional development
65 Understanding by design (UbD) in efl teaching: Teachers’ professional development and students’ achievement
66 Peer observation: A key factor to improve Iranian EFL teachers’ professional development
67 REFLECTIVE TEACHING TOWARD EFL TEACHERS’ PROFESSIONAL AUTONOMY: REVISITING ITS DEVELOPMENT IN INDONESIA
68 How Should an Effective Performance Appraisal Be: EFL Teachers’ Perspective
69 Investigating Self Professional Development in Teaching English: The Case of English College Teachers’ Role as Models
70 New Teachers’ Perceptions on Being Prepared to Teach Students With Learning Disabilities: Insights From California
71 Disdain to Acceptance: Future Teachers’ Conceptual Change Related to Data-Driven Decision Making
72 PRIMARY SCHOOL TEACHERS’ OPINIONS ABOUT THE VALUES IN SOCIAL SCIENCES PROGRAMME AND THEIR PRACTICES FOR HAVING THEM ACQUIRED - SINIF ÖĞRETMENLERİNİN SOSYAL BİLGİLER PROGRAMINDAKİ DEĞERLERLE İLGİLİ GÖRÜŞLERİ VE BUNLARIN KAZANDIRILMASINA İLİŞKİN UYGULAMALARI
73 What influences teachers’ job satisfaction and how to improve, develop and reorganize the school activities associated with them
74 The impact of learner characteristics on training transfer expectation: a survey of Thai teachers’ perception of cloud computing tools
75 A Comparative Study of Pre-Service Teachers’ Views on Ethical Issues in Classroom Assessment in China and the United States
76 Teachers’ perspectives of assessment and alternative assessment in the classroom
77 Measuring Teachers’ Assessment for Learning (AfL) Classroom Practices in Elementary Schools
78 Development of Digital Competence in Secondary Education Teachers’ Training
79 Iranian ELT Student Teachers’ Portrayal of Their Identities as an English Language Teacher: Drawings Speak Louder than Words
80 Indonesian student teachers’ critical thinking skills in text analysis with CDA approach
81 Teachers’ attitude towards integrating ICT in teacher education
82 The role of ict in enhancing the autonomy of higher education students: Teachers’ insights
83 Connecting rural schools to quality education: Rural teachers’ use of digital educational resources
84 Practicing lesson study in a Turkish education context: Considering the challenges, suggestions and benefits from EFL teachers’ perspectives
85 The prospective teachers’ opinions about micro-teaching practices in teaching french reading skills
86 Relations between students’ perceptions of the teaching-learning environment and teachers’ approaches to teaching: a qualitative study
87 Teachers’ perception of students’ performance in the architectural design studio in the light of Bourdieu
88 The awareness of the language of mathematical skills of primary school teachers and pre-service primary school teachers’
89 The effect of technological pedagogical content knowledge (TPACK) based blended learning environment on pre-service science teachers’ TPACK and classroom practices
90 Personal, Cognitive and Metacognitive Factors of Preservice Teachers’ Performance in the College-Based Leaving Examination: Mathematical Models
91 Longitudinal reciprocal effects between teachers’ judgments of students’ aptitude, students’ motivation, and grades in math
92 Finnish and German student teachers’ motivations for choosing teaching as a career. The first application of the FIT-Choice scale in Finland
93 Teachers’ negative emotional feedback can facilitate students’ learning: the role of epistemic motivation in undertaking divergent- and convergent-thinking tasks
94 Teachers’ relatedness with students as a predictor of students’ intrinsic motivation, self-concept, and reading achievement
95 Implementing English-medium instruction (EMI) in China: teachers’ practices and perceptions, and students’ learning motivation and needs<sup>*</sup>
96 Teachers’ Conditional Regard and Students’ Need Satisfaction and Agentic Engagement: A Multilevel Motivation Mediation Model
97 Exploring Pre-Service EFL Teachers’ Beliefs About Their Roles in an Elementary School Classroom in Regard to Pedagogical and Emotional Aspects of Students
98 The effects of teachers’ beliefs on elementary students’ beliefs, motivation, and achievement in mathematics
99 Development of an Academic Course in Person-Centred Care for Students in Higher Education: Teachers’ Perspectives
100 The effects of an online professional development course on teachers’ perceptions, attitudes, self-efficacy, and behavioral intentions regarding digital game-based learning
101 On the Differential and Shared Effects of Leadership for Learning on Teachers’ Organizational Commitment and Job Satisfaction: A Multilevel Perspective