ISSN 1366-4530 (Print); ISSN 1747-5120 (Online)
Publisher: Routledge, part of the Taylor & Francis Group
The impact of an alternative professional development model on teacher practices in formative assessment and student learning
Robinson, Jack; Myran, Steve; Strauss, Richard; Reed, William
Proximal and distal outcomes of organizational socialization among new teachers: a mediation analysis
Tengku Ariffin, Tengku Faekah; Awang Hashim, Rosna; Yusof, Norhafezah
Teachers’ professional beliefs about their roles and the pupils’ roles in the school
Ahonen, Elsi; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina
Large-scale teacher professional development endeavor: the Lincoln Tri-State Institute
Murley, Lisa D.; Gandy, S. Kay; Sublett, Michael D.; Kruger, Darrell P.
Integrated language and content instruction in Qatar Independent schools: teachers’ perspectives
Experienced EFL teachers’ professional practical knowledge, reasoning and classroom decision making in Egypt: views from the inside out
The impact of instruction in enhancing teachers’ knowledge of teaching mathematics in some Lesotho primary schools
Moru, Eunice Kolitsoe; Qhobela, Makomosela; Maqutu, Tholang Z.
Professionally present – highlighting the temporal aspect of teachers’ professional judgment
Teacher development in action: understanding language teachers’ conceptual change
An introduction to classroom observation (classic edition)
Taber, Keith S.
Doctoral education: research-based strategies for doctoral students, supervisors and administrators
Taber, Keith S.