This research explored science teachers' perceptions of BBL. Data was collected from 105 Saudi Arabian science teachers via a questionnaire survey, establishing how BBL is viewed and applied, and whether this interrelates with teachers' years of professional experience or qualification level. Furthermore, in a quasi-experiment comprising a single…

This study examined the contribution of classroom format on teaching effectiveness and achievement in English language arts (ELA) and mathematics. Secondary data analyses of the Measures of Effective Teaching database included 464 US classrooms. Classrooms were defined as self-contained if a generalist teacher provided instruction on all subjects…

This article describes the state of informatics education in the Italian secondary schools, highlighting how the learning objectives set up by the Ministry of Education are difficult to meet, due to the fact that the subject is often taught by teachers not holding an informatics degree, the lack of suitable teaching material and the expectations…

Considering all areas of development in education is a key to fulfill the needs of gifted students. This study which was based on qualitative methods aimed to find out the emotional and social needs of the adolescents who attended the Antalya Science and Arts Center (Bilim ve Sanat Egitim Merkezi-BILSEM) to develop new ways to help these students.…

This report examines the postsecondary majors and teaching certifications of middle grades teachers in public schools in selected subject areas by using data from the 2011-12 Schools and Staffing Survey (SASS). SASS is a sample survey of elementary and secondary schools in the United States that collects data on American public and private…

The purpose of this study was to explore the relationship of principal characteristics and school socio-economic factors and their relationship to student achievement as measured by the literacy portion of the Arkansas state standardized test, with a particular interest in male students. The study was undertaken to contribute to the existing…

This research examined the impact of teacher licensure routes, particularly those identified as either traditional or alternative on student achievement by comparing Virginia Standards of Learning (SOL) end of year scores in math and reading for minority students in grades six through eight during the period from 2005 through 2009. To compare the…

Although the federal No Child Left Behind (NCLB) Act requires that classroom teachers be highly qualified, the assumption that achieving the highly qualified endorsement equates to teacher effectiveness in the classroom is unverified. The purpose of this study was to compare the effect of teacher qualification, as defined by the NCLB Act and…

Schools are increasingly asked to expand their role in meeting the needs of all students. They are asked to provide a blend of synergistic ideas that are both traditional and progressive while dealing with huge differences in skill levels. The response of K-8 principals to this challenge can make all the difference in the world to children being…

Across the political spectrum, high-quality early care and education (ECE) is viewed as essential to educational reform. No ECE program can succeed without teachers who can establish warm and caring relationships with children, light the fires of children's curiosity and love of learning, and foster their development and readiness for school.…

This report presents selected findings from the school district data file of the 2007-08 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public, private, and Bureau of Indian Education-funded (BIE) K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The public school sample…

Recent studies of the relationship between teacher preparation pathways and student achievement have resulted in similar statistics but contradictory conclusions. These studies as a group have several limits: they sometimes focus on student-level indicators when many policy decisions are made with indicators at the school-level or above, are…

When it comes to teacher preparation, the support provided to new teachers, and ongoing professional development for working teachers, Grades K-12 and the field of early care and education (ECE) are two very different worlds. While both worlds assume that teachers' classroom skills and behavior can be influenced at multiple points in time (through…

Arguably the most important educational resource is teachers. Teachers and teaching quality are a central feature of the No Child Left Behind Act of 2001 (NCLB) which requires a "highly qualified teacher" in every core academic classroom. Many states and large districts also have policies in place to attract qualified teachers to…

Richard Murnane observes that the American ideal of equality of educational opportunity has for years been more the rhetoric than the reality of the nation's political life. Children living in poverty, he notes, tend to be concentrated in low-performing schools staffed by ill-equipped teachers. They are likely to leave school without the skills…