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Junaidin; Sugiyono; Suryono, Yoyon; Komalasari – International Journal of Instruction, 2022
This study develops an Hierarchical Linear Model (HLM) model in order to identify the predictors that have an effect on teachers' achievement in curriculum 2013 training. It is a two-level model with teacher's characteristics as Level 1 variables and facilitators characteristics as Level 2 variables. The analysis in this study uses secondary data.…
Descriptors: Inservice Teacher Education, National Curriculum, Achievement, Teacher Characteristics
Pimvichai, Jirutthitikan; Buaraphan, Khajornsak – International Journal of Education and Practice, 2019
This study aims to develop a training workshop to promote the in-service science teachers' ability to teach the topic of Force and Motion to grade 10 students by using the Science-Technology-Society (STS) approach and explore its impacts on students' scientific argumentation patterns. The research methodology was a case study with one…
Descriptors: Science Teachers, Science and Society, Scientific Literacy, Persuasive Discourse
Kinzer, Charles K. – Language Arts, 2010
This article (1) argues that literacy is being redefined as a result of the use of digital media, and (2) provides suggestions for policy makers, budget decision-makers, teachers, researchers, and interested others about literacy and language arts standards, assessment, and teaching related to "new literacies," including: (a) Maximize the…
Descriptors: Inservice Education, Language Arts, Privacy, Literacy
Iserbyt, Peter; Ward, Phillip; Martens, Jonas – Physical Education and Sport Pedagogy, 2016
Background: Our understanding of the role in which content knowledge (CK) can strengthen instructional models and how that knowledge matters for professional development is limited. It is contended that mere use of an instructional model is insufficient to impact psychomotor learning in meaningful ways. Purpose: This study was conducted to…
Descriptors: Pedagogical Content Knowledge, Foreign Countries, Secondary School Students, Grade 10
Iserbyt, Peter; Ward, Phillip; Li, Weidong – Physical Education and Sport Pedagogy, 2017
Background: Pedagogical content knowledge (PCK) is an interaction of several knowledge bases upon which the teacher makes decisions about what and how to teach. To date, there are no studies in physical education directly documenting relationships between specialized content knowledge (SCK) and PCK. Such relationships have not been empirically…
Descriptors: Pedagogical Content Knowledge, Physical Education, Knowledge Level, Specialization
Zambo, Ron; Zambo, Debby – Teacher Education Quarterly, 2008
The "No Child Left Behind" legislation requires states to classify schools based on students meeting the state's academic standards. A combination of factors, including scores on state specific tests and nationally normed tests, can result in a school being awarded a low classification or a high classification. In the authors' state,…
Descriptors: Teacher Effectiveness, Federal Legislation, Standardized Tests, Academic Achievement