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The Opinions of the Multigrade Classroom Teachers on Multigrade Class Teaching Practices (Multiple Case Analysis: Netherlands-Turkey Example)

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Engin, Gizem – International Journal of Progressive Education, 2018

In this study, the opinions of 20 classroom teachers who work in multigrade classes in Izmir, Turkey and Rotterdam, Netherlands were received via an interview form prepared by the researcher. The study was designed as a multiple case study. Descriptive and content analysis were applied to the data obtained from the study. The data obtained from…

Descriptors: Foreign Countries, Multigraded Classes, Teacher Attitudes, Case Studies

Monograde and Multigrade Special Education Teachers' Sense of Self-Efficacy Beliefs

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Tutt, Felix Antonio – ProQuest LLC, 2019

Challenges of teaching special needs students result in high special education teacher turnover (Dev & Haynes, 2015; Linehan, 2013). Bandura's (1977, 1994) self-efficacy theory explains how people remain resilient despite challenges. Resilience is contingent on mastery experience, vicarious experience, social persuasion, and emotional and…

Descriptors: Special Education Teachers, Self Efficacy, Multigraded Classes, Learner Engagement

Classroom Practices of Mentees and Mentoring Challenges in the Execution of Continuous Professional Development Framework

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Munir, Farrukh; Amin, Muhammad – Bulletin of Education and Research, 2018

The purpose of the study was to evaluate classroom practices of Primary School Teachers (PSTs) to examine the influence of mentoring under Continuous Professional Development (CPD) framework of Directorate of Staff Development (DSD). The study was also aimed to explore the challenges faced by mentors (District Teacher Educators - DTEs) working…

Descriptors: Mentors, Elementary School Teachers, Teacher Educators, Professional Continuing Education