Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-9278-6.ch006
Hanin Bukamal
The global pursuit for inclusion officially started with the United Nations Salamanca Statement, which called for the integration of children with special educational needs (SEN) into mainstream schooling. This triggered a substantial universal restructure of education systems, which includes a major reconsideration of teacher education for inclusion in order to prepare teachers to teach their diverse learners. Through a comparative case study design, this study explores inclusive practices in primary education in England and Bahrain. More specifically, the study examines the way in which schools support teachers' in-service professional development (PD) which then aid in the implementation of inclusive education. The findings reveal PD practices for inclusion in England which focus on support for SEN and improving teacher attitudes towards inclusion as well as PD practices in Bahrain that emphasise the assimilation of new teachers and the promotion of a collaborative teaching environment.
{"title":"Teacher Professional Development for Inclusion in England and Bahrain","authors":"Hanin Bukamal","doi":"10.4018/978-1-7998-9278-6.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-9278-6.ch006","url":null,"abstract":"The global pursuit for inclusion officially started with the United Nations Salamanca Statement, which called for the integration of children with special educational needs (SEN) into mainstream schooling. This triggered a substantial universal restructure of education systems, which includes a major reconsideration of teacher education for inclusion in order to prepare teachers to teach their diverse learners. Through a comparative case study design, this study explores inclusive practices in primary education in England and Bahrain. More specifically, the study examines the way in which schools support teachers' in-service professional development (PD) which then aid in the implementation of inclusive education. The findings reveal PD practices for inclusion in England which focus on support for SEN and improving teacher attitudes towards inclusion as well as PD practices in Bahrain that emphasise the assimilation of new teachers and the promotion of a collaborative teaching environment.","PeriodicalId":436048,"journal":{"name":"Global Perspectives on Teacher Performance Improvement","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116565698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-9278-6.ch010
Cleophas Chidakwa
The chapter presents the Quality Management: Teacher Professional Development model for quality education as internal efficiency in Zimbabwe's primary schools. The model is a product of a qualitative phenomenological doctoral study. The researcher analyzes quality management practices from three rural primary schools consistently awarded the Secretary's Merit Award for performance ‘par excellence'. The model is cost effective and work embedded. Teachers get professionally developed daily as they work in schools. As a process quality management model, it involves planning, organizing, leading, monitoring, and controlling. Teachers participate in quality management by being members of school-based committees or teams. The QMTPD model develops teachers in some of these aspects: effective teaching; classroom management; setting, marking, and moderating tests; diagnosing and remedying weak learners. Effectiveness of the QMTPD model is manifested in the literacy rate of above 90% that Zimbabwe has attained.
{"title":"Quality Management Teacher Professional Development Model","authors":"Cleophas Chidakwa","doi":"10.4018/978-1-7998-9278-6.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-9278-6.ch010","url":null,"abstract":"The chapter presents the Quality Management: Teacher Professional Development model for quality education as internal efficiency in Zimbabwe's primary schools. The model is a product of a qualitative phenomenological doctoral study. The researcher analyzes quality management practices from three rural primary schools consistently awarded the Secretary's Merit Award for performance ‘par excellence'. The model is cost effective and work embedded. Teachers get professionally developed daily as they work in schools. As a process quality management model, it involves planning, organizing, leading, monitoring, and controlling. Teachers participate in quality management by being members of school-based committees or teams. The QMTPD model develops teachers in some of these aspects: effective teaching; classroom management; setting, marking, and moderating tests; diagnosing and remedying weak learners. Effectiveness of the QMTPD model is manifested in the literacy rate of above 90% that Zimbabwe has attained.","PeriodicalId":436048,"journal":{"name":"Global Perspectives on Teacher Performance Improvement","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124159812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-9278-6.ch012
Ghadah Hassan Mohammed Al Murshidi, E. Wright
The teaching profession is a constantly changing, diverse environment, striving to meet the needs of the youth of today. One aspect which has transformed teaching is information and communications technology. However, one area which has been slower to embrace this digital era is professional development. Even though continuous teacher professional development is seen as an important aspect of equipping teachers to be effective in the classroom leading to best practice, time constraints, budgets and timetabling difficulties can hinder teachers' access to high quality professional development programs. This chapter will aim to highlight ways the online learning environment has been maximized in order to enhance the professional practice of teachers within the country. The chapter will give a brief outline of other ways in which the UAE has sought to enhance education via online methods; how the visions and goals of the nation's leaders depend upon effective, efficient, and high-quality teachers; and an outline of various forms of online professional development.
{"title":"Using ICT and Digital Tools in Teacher Professional Development in the UAE","authors":"Ghadah Hassan Mohammed Al Murshidi, E. Wright","doi":"10.4018/978-1-7998-9278-6.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-9278-6.ch012","url":null,"abstract":"The teaching profession is a constantly changing, diverse environment, striving to meet the needs of the youth of today. One aspect which has transformed teaching is information and communications technology. However, one area which has been slower to embrace this digital era is professional development. Even though continuous teacher professional development is seen as an important aspect of equipping teachers to be effective in the classroom leading to best practice, time constraints, budgets and timetabling difficulties can hinder teachers' access to high quality professional development programs. This chapter will aim to highlight ways the online learning environment has been maximized in order to enhance the professional practice of teachers within the country. The chapter will give a brief outline of other ways in which the UAE has sought to enhance education via online methods; how the visions and goals of the nation's leaders depend upon effective, efficient, and high-quality teachers; and an outline of various forms of online professional development.","PeriodicalId":436048,"journal":{"name":"Global Perspectives on Teacher Performance Improvement","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129232217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-9278-6.ch004
Saadet Kuru-Çetin, Nihan Demirkasimoğlu
The purpose of this study is to analyze the professional learning and development opportunities of postdoctoral researchers from the faculty of education with phenomenological design to discover the experiences of the Ph.D. research assistants and assistant professors working for a teaching university at non-tenure status. The data were gathered through semi-structured interviews and analyzed using content analysis. The findings revealed that postdoctoral scholars experienced difficulties such as material development, teaching methods, and classroom management skills. Results suggested that postdoctoral scholars' teaching experiences mostly improved by their individual efforts and more university support is needed to to manage this stressful experience. The postgraduate's abroad experience is another factor that requires special attention in the role transition of academics since the cultural contexts of the studied and teaching may differ to a large extent. Universities should develop programs that are well-designed and include practice-based learning opportunities.
{"title":"Turkish Postdoctoral Scholar Teaching Experiences and Professional Learning Opportunities From a Phenomenological Lens","authors":"Saadet Kuru-Çetin, Nihan Demirkasimoğlu","doi":"10.4018/978-1-7998-9278-6.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-9278-6.ch004","url":null,"abstract":"The purpose of this study is to analyze the professional learning and development opportunities of postdoctoral researchers from the faculty of education with phenomenological design to discover the experiences of the Ph.D. research assistants and assistant professors working for a teaching university at non-tenure status. The data were gathered through semi-structured interviews and analyzed using content analysis. The findings revealed that postdoctoral scholars experienced difficulties such as material development, teaching methods, and classroom management skills. Results suggested that postdoctoral scholars' teaching experiences mostly improved by their individual efforts and more university support is needed to to manage this stressful experience. The postgraduate's abroad experience is another factor that requires special attention in the role transition of academics since the cultural contexts of the studied and teaching may differ to a large extent. Universities should develop programs that are well-designed and include practice-based learning opportunities.","PeriodicalId":436048,"journal":{"name":"Global Perspectives on Teacher Performance Improvement","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131802745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-9278-6.ch003
H. Al-Wadi
The lesson study strategy or what was called ‘research lesson' has recently been a global mode in professional development programmes that can assist in filling the gap between what, how, and why teachers need to change and improve their teaching practices inside the classroom. This chapter provides a systematic review of the application of the lesson study strategy as an approach for seeking professional development on the part of the English language teachers in some Bahraini schools through a tailored school-based professional development programme. A comparison of the lesson study practice in Bahrain to the international practices will be made through determining the aims and procedures followed in this programme and the impact after its implementation. Lessons and consideration for future implementation of professional development programmes that are based on the lesson study strategy for ESL/EFL teachers in Bahrain will also be highlighted and discussed.
{"title":"The Core of Professional Development for English Language Teachers","authors":"H. Al-Wadi","doi":"10.4018/978-1-7998-9278-6.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-9278-6.ch003","url":null,"abstract":"The lesson study strategy or what was called ‘research lesson' has recently been a global mode in professional development programmes that can assist in filling the gap between what, how, and why teachers need to change and improve their teaching practices inside the classroom. This chapter provides a systematic review of the application of the lesson study strategy as an approach for seeking professional development on the part of the English language teachers in some Bahraini schools through a tailored school-based professional development programme. A comparison of the lesson study practice in Bahrain to the international practices will be made through determining the aims and procedures followed in this programme and the impact after its implementation. Lessons and consideration for future implementation of professional development programmes that are based on the lesson study strategy for ESL/EFL teachers in Bahrain will also be highlighted and discussed.","PeriodicalId":436048,"journal":{"name":"Global Perspectives on Teacher Performance Improvement","volume":"24 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131157449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-9278-6.ch001
B. Mulvey
The purpose of this chapter is to present an overview of a year-long professional development program on earth systems science and a related investigation into teachers' knowledge and skill development related to technology integration and what promoted transformational changes. Teachers progressed to recognize the spatial nature of science, use technology more for inquiry, and give students control over the technology more. Teachers identified as most helpful the program's cultivation of a community of practice, with teachers supporting each other in their learning and planning to teach. They also identified model lessons during program sessions as helpful, as they were aligned with required standards, focused on big ideas in science, and provided teachers with the time to explore technologies and experience technology-enhanced lessons as learners before developing and teaching their own lessons with their own students. The author then shares recommendations for similar professional development programs.
{"title":"Technology-Enhanced Professional Development With a Situated Community of Practice","authors":"B. Mulvey","doi":"10.4018/978-1-7998-9278-6.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-9278-6.ch001","url":null,"abstract":"The purpose of this chapter is to present an overview of a year-long professional development program on earth systems science and a related investigation into teachers' knowledge and skill development related to technology integration and what promoted transformational changes. Teachers progressed to recognize the spatial nature of science, use technology more for inquiry, and give students control over the technology more. Teachers identified as most helpful the program's cultivation of a community of practice, with teachers supporting each other in their learning and planning to teach. They also identified model lessons during program sessions as helpful, as they were aligned with required standards, focused on big ideas in science, and provided teachers with the time to explore technologies and experience technology-enhanced lessons as learners before developing and teaching their own lessons with their own students. The author then shares recommendations for similar professional development programs.","PeriodicalId":436048,"journal":{"name":"Global Perspectives on Teacher Performance Improvement","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132994539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-9278-6.ch007
André Hedlund
This chapter aims to discuss the current scenario of Brazilian English language professional development opportunities through the lens of two organizations: Brazil's English Language Teachers (BrELT), an online learning community, and the Brazilian Teachers of English to Speakers of Other Languages (BRAZ-TESOL). The third perspective of PD will be described through the role of an emerging trend in the last decade: bilingual education solutions and their ongoing mentoring programs. These three levels of PD are quite representative of what is done in Brazilian in-service training and can offer insightful lessons to other countries. BrELT symbolizes the more informal, free-adherence type of PD through an online community. BRAZ-TESOL requires a paid membership and offers more formal PD opportunities to teachers as well as the possibility of joining chapters and SIGs. Bilingual programs such as Edify make on-demand mentorship available to private school teachers who adopt the program.
{"title":"The Triple Entente in Brazil","authors":"André Hedlund","doi":"10.4018/978-1-7998-9278-6.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-9278-6.ch007","url":null,"abstract":"This chapter aims to discuss the current scenario of Brazilian English language professional development opportunities through the lens of two organizations: Brazil's English Language Teachers (BrELT), an online learning community, and the Brazilian Teachers of English to Speakers of Other Languages (BRAZ-TESOL). The third perspective of PD will be described through the role of an emerging trend in the last decade: bilingual education solutions and their ongoing mentoring programs. These three levels of PD are quite representative of what is done in Brazilian in-service training and can offer insightful lessons to other countries. BrELT symbolizes the more informal, free-adherence type of PD through an online community. BRAZ-TESOL requires a paid membership and offers more formal PD opportunities to teachers as well as the possibility of joining chapters and SIGs. Bilingual programs such as Edify make on-demand mentorship available to private school teachers who adopt the program.","PeriodicalId":436048,"journal":{"name":"Global Perspectives on Teacher Performance Improvement","volume":"85 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133784524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-9278-6.ch011
Tawanda Chinengundu, Jerald Hondonga, John Chakamba, R. Masina, Abigirl Mawonedzo
Teacher professional learning is an integral component to support the increasingly complex skills learners need in order to succeed in the 21st century. The purpose of this chapter is to compare teacher professional development in Singapore, South Africa, and Zimbabwe and identify gaps and share good practices between the countries to help teachers learn and refine instructional strategies. Continuous professional teacher development, which is managed by the South African Council of Educators, is a system that encourages educators to grow professionally. Zimbabwe has mainly relied on cascaded professional development workshops. However, critics of this model of professional development argue that this model often has no meaningful impact on classroom practice. In Singapore, most professional development is subject specific and provides teachers with opportunities for networked learning, collegial sharing, and collaboration. From the findings, the recommendation is that there is need for cooperation between countries to strengthen teacher professional development systems.
{"title":"Professional Development for Educators in Singapore, South Africa, and Zimbabwe","authors":"Tawanda Chinengundu, Jerald Hondonga, John Chakamba, R. Masina, Abigirl Mawonedzo","doi":"10.4018/978-1-7998-9278-6.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-9278-6.ch011","url":null,"abstract":"Teacher professional learning is an integral component to support the increasingly complex skills learners need in order to succeed in the 21st century. The purpose of this chapter is to compare teacher professional development in Singapore, South Africa, and Zimbabwe and identify gaps and share good practices between the countries to help teachers learn and refine instructional strategies. Continuous professional teacher development, which is managed by the South African Council of Educators, is a system that encourages educators to grow professionally. Zimbabwe has mainly relied on cascaded professional development workshops. However, critics of this model of professional development argue that this model often has no meaningful impact on classroom practice. In Singapore, most professional development is subject specific and provides teachers with opportunities for networked learning, collegial sharing, and collaboration. From the findings, the recommendation is that there is need for cooperation between countries to strengthen teacher professional development systems.","PeriodicalId":436048,"journal":{"name":"Global Perspectives on Teacher Performance Improvement","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124035189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-9278-6.ch005
Lucy E Bailey
This chapter reflects on the author's experiences as Director of the Master Trainers strand of the Bangladesh College Education Development Project, a World Bank-funded programme to upskill pedagogical skills of Bangladeshi college teachers. The chapter contextualises the project in terms of educational and economic challenges in Bangladesh and discusses the challenges and opportunities afforded by the model of professional development adopted. Although the programme is still in process, which precludes detailed programme impact analysis, three dimensions of the project are identified as promoting effective change in college education: teacher ownership of the initiative, master trainers' engagement in their masters studies, and attention to means to maximise large-scale change. It is argued that cohort delivery of a Master's degree is more economic than sending individuals overseas for post-graduate study. In addition, although issues of teacher ownership are complex, the chapter describes how participants were given opportunities to evaluate and implement their own priorities for change.
{"title":"Masters of Change?","authors":"Lucy E Bailey","doi":"10.4018/978-1-7998-9278-6.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-9278-6.ch005","url":null,"abstract":"This chapter reflects on the author's experiences as Director of the Master Trainers strand of the Bangladesh College Education Development Project, a World Bank-funded programme to upskill pedagogical skills of Bangladeshi college teachers. The chapter contextualises the project in terms of educational and economic challenges in Bangladesh and discusses the challenges and opportunities afforded by the model of professional development adopted. Although the programme is still in process, which precludes detailed programme impact analysis, three dimensions of the project are identified as promoting effective change in college education: teacher ownership of the initiative, master trainers' engagement in their masters studies, and attention to means to maximise large-scale change. It is argued that cohort delivery of a Master's degree is more economic than sending individuals overseas for post-graduate study. In addition, although issues of teacher ownership are complex, the chapter describes how participants were given opportunities to evaluate and implement their own priorities for change.","PeriodicalId":436048,"journal":{"name":"Global Perspectives on Teacher Performance Improvement","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116304294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-9278-6.ch002
A. Özdoğru
Children's learning and development is shaped by their early experiences and environments. Early childhood care and education (ECCE) is a set of programs and services provided to children from birth to school years that supports their learning and development. Availability of quality ECCE programs is vital for the development of not only children and families but also communities and countries. High quality ECCE programs have certain structural and process characteristics. One of the most important determinants of quality in ECCE programs is the quality of professional workforce serving children and families. In order to increase quality, there should be systems and supports for the training and development of high quality ECCE professionals. This chapter takes a look into Turkey, outlines its preservice education for ECCE teachers, presents a national in-service training project, and offers implications for practice. There need to be effective policies and strategies to cultivate a high-quality workforce in early childhood education and development across the world.
{"title":"Improving the Quality of the Early Childhood Care and Education Workforce in Turkey","authors":"A. Özdoğru","doi":"10.4018/978-1-7998-9278-6.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-9278-6.ch002","url":null,"abstract":"Children's learning and development is shaped by their early experiences and environments. Early childhood care and education (ECCE) is a set of programs and services provided to children from birth to school years that supports their learning and development. Availability of quality ECCE programs is vital for the development of not only children and families but also communities and countries. High quality ECCE programs have certain structural and process characteristics. One of the most important determinants of quality in ECCE programs is the quality of professional workforce serving children and families. In order to increase quality, there should be systems and supports for the training and development of high quality ECCE professionals. This chapter takes a look into Turkey, outlines its preservice education for ECCE teachers, presents a national in-service training project, and offers implications for practice. There need to be effective policies and strategies to cultivate a high-quality workforce in early childhood education and development across the world.","PeriodicalId":436048,"journal":{"name":"Global Perspectives on Teacher Performance Improvement","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125413221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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