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Education 3-13
International Journal of Primary, Elementary and Early Years Education
Volume 42, 2014 - Issue 1
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Articles

Authoritative and authoritarian-inconsistent teachers’ preferences for teaching methods and instructional goals

Krista UibuInstitute of Education, University of Tartu, Tartu, EstoniaCorrespondence[email protected]
&
Eve KikasInstitute of Education, University of Tartu, Tartu, Estonia;Institute of Psychology, University of Tallinn, Tallinn, Estonia
Pages 5-22 | Received 28 Apr 2011, Accepted 22 Aug 2011, Published online: 31 Jan 2012

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Krista Uibu, Age Salo, Aino Ugaste & Helena Rasku-Puttonen. (2023) Observed teaching practices interpreted from the perspective of school-based teacher educators. European Journal of Teacher Education 46:2, pages 203-221.
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Maile Käsper, Krista Uibu & Jaan Mikk. (2020) Primary school teachers’ teaching strategies for the development of students’ text comprehension. Education 3-13 48:5, pages 512-526.
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Age Salo, Krista Uibu, Aino Ugaste & Helena Rasku-Puttonen. (2019) The challenge for school-based teacher educators: establishing teaching and supervision goals. Teacher Development 23:5, pages 609-626.
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Rina Ronkainen, Elina Kuusisto, Eve Eisenschmidt & Kirsi Tirri. Purposeful teachers and teaching in Finland and Estonia. Teachers and Teaching 0:0, pages 1-18.
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Eve Kikas, Eve Eisenschmidt & Mikk Granström. (2023) Conceptualisation of learning to learn competence and the challenges of implementation: The Estonian experience. European Journal of Education 58:3, pages 498-509.
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Mikk Granström, Eve Kikas & Eve Eisenschmidt. (2023) Classroom observations: How do teachers teach learning strategies?. Frontiers in Education 8.
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João A. Lopes & Célia Oliveira. (2021) Teacher and school determinants of perceived classroom discipline: a multilevel analysis of TALIS 2013. Learning Environments Research 25:1, pages 41-58.
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Estelle van Tonder, Stephen Graham Saunders & Jillian Dawes Farquhar. (2020) Explicating the resource integration process during self-service socialisation: Conceptual framework and research propositions. Journal of Business Research 121, pages 516-523.
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Seema Arif, Zaheer Asghar & Sajida Mukhtar. (2020) Interactive Effect of School principals’ Leadership Styles and Teacher Characteristics on Curriculum Implementation at Public Secondary Schools of Punjab. UMT Education Review 3:1, pages 95-119.
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Daniela Barni, Claudia Russo & Francesca Danioni. (2018) Teachers’ Values as Predictors of Classroom Management Styles: A Relative Weight Analysis. Frontiers in Psychology 9.
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David W. Putwain, Ghada Nakhla, Anthony Liversidge, Laura J. Nicholson, Benjamin Porter & Monika Reece. (2017) Teachers use of fear appeals prior to a high-stakes examination: Is frequency linked to perceived student engagement and how do students respond?. Teaching and Teacher Education 61, pages 73-83.
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Kira J. Baker-Doyle & Leif Gustavson. (2015) Permission-seeking as an agentive tool for transgressive teaching: An ethnographic study of teachers organizing for curricular change. Journal of Educational Change 17:1, pages 51-84.
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Conor Gaffney, Owen Conlan & Vincent Wade. (2014) The AMAS authoring tool 2.0. The AMAS authoring tool 2.0.

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