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Teacher Development
An international journal of teachers' professional development
Volume 20, 2016 - Issue 1
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Articles

Teacher self-assessment of evidence-based classroom practices: preliminary findings across primary, intermediate and secondary level teachers

Chris BorgmeierDepartment of Special Education, Portland State University, Graduate School of Education, Portland, OR, USACorrespondence[email protected]
,
Sheldon L. LomanDepartment of Special Education, Portland State University, Graduate School of Education, Portland, OR, USA
&
Motoaki HaraDepartment of Special Education, Portland State University, Graduate School of Education, Portland, OR, USA
Pages 40-56 | Received 12 Dec 2012, Accepted 11 Feb 2014, Published online: 05 Feb 2016

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Read on this site (5)

G. J Okken, E. P. W. A. Jansen, W. H. A. Hofman & R. J. Coelen. (2022) Interculturally competent teachers: behavioural dimensions and the role of study abroad. Cogent Education 9:1.
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Lia M. Daniels, Devon Chazan, Lauren Goegan & Julia Farmer. (2022) Conventionality and evidence: two elements of professional development that could matter to teachers. Professional Development in Education 48:5, pages 766-783.
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Qilong Zhang, Weiying Wu & Ke Jiang. (2022) Standardising professional standards: A self-assessment scale for Chinese kindergarten teachers. European Journal of Teacher Education 0:0, pages 1-19.
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G. J. Okken, E. P. W. A. Jansen, W. H. A. Hofman & R. J. Coelen. (2022) The relationship between intercultural teaching competence and school and classroom level characteristics. Intercultural Education 33:2, pages 193-210.
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Lorna Hepburn, Wendi Beamish & Clair L. Alston-Knox. (2021) High school teacher perceptions of implementation of evidence-based practices for classroom management. Teacher Development 25:5, pages 669-686.
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Articles from other publishers (10)

Han Chang. (2023) Technology Learning in Early Childhood Education, Case Study in Taiwan. Journal of Education, Humanities and Social Sciences 8, pages 2293-2306.
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Clayton R. Cook, Madeline Larson & Yanchen Zhang. 2023. Handbook of School Mental Health. Handbook of School Mental Health 391 405 .
Qian Huang. (2022) Influence of EFL Teachers’ Self-Assessment on Their Self-Regulation and Self-Efficacy. Frontiers in Psychology 13.
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Lubna Quddus Warsi & Khalid Khurshid. (2022) The Role of Self-Assessment in English Language Teachers’ Professional Development in Pakistan. Education Research International 2022, pages 1-13.
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Wedad Albahusain. (2022) A Co-Teaching Training Program’s Impact on Female Student Teachers: Department of Special Education, King Saud University. SAGE Open 12:1, pages 215824402210798.
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V. Hanin, S. Colognesi, A.-C. Cambier, C. Bury & C. Van Nieuwenhoven. (2022) Association between prospective elementary school teachers’ year of study and their type of conception of intelligence. International Journal of Educational Research 115, pages 102039.
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Lorna Hepburn, Wendi Beamish & Clair L. Alston-Knox. (2020) Classroom management practices commonly used by secondary school teachers: results from a Queensland survey. The Australian Educational Researcher 48:3, pages 485-505.
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Lorna Hepburn & Wendi Beamish. (2019) Influences on proactive classroom management: Views of teachers in government secondary schools, Queensland. Improving Schools 23:1, pages 33-46.
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Simon Borg & Adam Edmett. (2018) Developing a self-assessment tool for English language teachers. Language Teaching Research 23:5, pages 655-679.
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Jennifer Freeman. (2018) Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know—A Closing Commentary. Beyond Behavior 27:3, pages 175-176.
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