Despite the positive effects of mobile augmented reality (MAR)-tools for learning, MAR-tools are not commonly used in classrooms. The scientific discourse identified a lack of concepts that guide the practical application of mobile augmented reality (MAR)-tools in education. Teachers often feel insecure when designing and applying digital learning…

Nowadays, there is a consensus that inquiry-based learning contributes to developing students' scientific literacy in schools. Inquiry-based teaching strategies are promoted for the development (among others) of the cognitive processes that cultivate problem solving (PS) competence. The build up of PS competence is a central objective for most…

The recent movement in K-12 education toward common standards in key subjects represents an unprecedented opportunity for improving learning outcomes for all students. These standards initiatives--the Common Core State Standards for English Language Arts and Mathematics (CCSS) and the Next Generation Science Standards (NGSS)--are informed by…

This study, drawing on data from the Trends in International Mathematics and Science Study (TIMSS) 2011, examined whether mathematics teachers' perceptions of their students' mathematical competence were related to mathematics achievement, affect toward mathematics, and engagement in mathematics lessons among Grade 8 students in Singapore and…

We propose that Disability Studies in Education (DSE) offers a framework that (a) grounds policy and practice in the experiences and perspectives of people with disabilities, (c) challenges practices/ policy that isolate, de-humanize individuals, and (c) leads to new questions to pose. In this session, we describe the pedagogy that we used to…

In many countries throughout the world, efforts to articulate the knowledge, skills, and abilities required of workers have translated into the development of organizations with the specific charter to establish industry-based skill standards with attendant new and/or expanded forms of certification of competencies. The new emphasis on skill…

Annotations of 16 documents, derived from a search of doctoral dissertations and the ERIC system, discuss the skills and competencies needed by principals or other administrators of bilingual schools or programs. A brief introduction lists the seven categories of competencies identified by the documents, comprising change promotion, conflict…

Many factors make it difficult to identify a teacher formally as incompetent and to act on that identification once it is made. These factors include time constraints, bureaucratic requirements, and reluctance to face emotional stress. Once a poor teacher is identified, efforts are rarely made to help the teacher improve. Unsatisfactory…

The kernel of the Angoff method of standard setting (W. Angoff, 1971) would seem to be the judgment of whether a minimally competent person could answer an item on a test correctly or not. So it would seem that any procedure that requires independent judgment of the correctness or incorrectness of a response to items for a minimally acceptable…

In both California and the United States as a whole, new emphasis is being placed on greater accountability for all educators. Educators find that they are facing too many sets of standards, making it difficult to focus on priorities. This paper provides five essential tools to demonstrate teaching competence. These tools can be the ways and means…

Efforts to understand the relationship between gender and school administration have usually focused on explaining the limited numbers of women administrators. Explanations of leadership style differences have stressed sex-role socialization theory, though some researchers suggest that the structure of power, opportunity, and social proportions in…

School psychology consultants are confronted with consultees who must learn to take advantage of the consultation process for their own ends. This study explored teachers' subjective experiences of being consultees receiving services from school psychologists. Ten teachers were interviewed about five categories of consultee learning needs. Results…

The adjustment and competence patterns of boys with conduct disorders were investigated using a developmental approach to psychopathology. The sample consisted of 438 boys divided into two matched subgroups: boys with and without conduct disorders. In each subgroup, three age groups were defined. The Conners Abbreviated Symptom Questionnaire and…

Implementing the least restrictive environment or full inclusion philosophy places new demands on public school personnel. In particular, principals must command an understanding of special education to implement procedural requirements effectively and to provide appropriate educational services for disabled students in their schools. However,…

Polling and comparing the perceptions of principals, office staff, and teachers, the author focuses on the design of his study, which was intended to evaluate behaviors and competencies considered vital to school principals and to cite areas for professional development. Such professional development needs, sought by the large midwestern school…