In today's workforce, individuals are staying in their respective professions longer and retiring at ages past 67, resulting in a generationally diverse workforce. Currently, teachers range from 21-80 years of age, working in the same profession and receiving the same professional development. Considering adult learning and the dynamics associated…

This research examined the effectiveness of a design-based, continuous professional development (CPD) programme intended to promote teachers' self-confidence and teaching reflection skills. The CPD was associated with teacher implementation of theoretically devised, motivational, context-based, inquiry teaching modules, based on a justified…

Using a realist grounded theory method, this study resulted in a theoretical model and 4 propositions. As displayed in the LINK model, the labeling practice is situated in and endorsed by a social context that carries explicit theory about and educational policies regarding the labels. Taking a developmental perspective, the labeling practice…

The purpose of this study was to investigate the effects of three levels of training (direct, indirect, and none) on teachers' ability to accurately rate video of student behavior. Direct and indirect training groups received instructional sessions on direct behavior ratings (DBRs), with the direct training group receiving opportunities for…

Work-based education (WBE), including traditional vocational education and other career-focused programs, was an important curricular component in American schools for most of the 20th century. The 1990s was a period of substantial change for work-based education (WBE). Spurred on by a concern about the international competitiveness of the…