This study was aimed at revealing pedagogical practices of experienced vocational English language teachers, focusing on their lesson planning as well as teaching and classroom management practices, and to understand why they act the way they do. Data were collected through interviews with 5 selected experienced vocational English language…

The purpose of the report was to understand Teachers' time practices in the classroom and analyze how they spend their time. The report is based on survey results (administered via Qualtrics) in partnership with Hanover Research. The survey was conducted in February of 2022 and surveyed only teachers (part time and full time) who taught in…

This report explores novice teachers' experience in the Novice Teacher Mentoring Program component of the Teacher Induction Program in the 2019-2020 academic year. Results indicated that most novice teachers had a positive experience with their mentoring experience and received the support they needed regarding entering the teaching profession.

Language in education for children and youth from low-income communities of color, including those learning English as an additional language, has been fraught for decades with ideological entanglements, conceptual ambiguities, and empirical limitations. Meanwhile, the teacher learning challenge to implement equitable teaching practices remains…

The data in this brief come from the nationally representative 2011-12 Schools and Staffing Survey (SASS) Public and Private School Principal Data Files and the Public and Private School Data Files. Principals who participated in SASS provided information about the percentage of time spent on various tasks by answering the question: "On…

Differences in the perception of the difficulty level of integrating specific educational objectives into Mathematics teaching between beginner and experienced secondary school Mathematics teachers was examined. One hundred and seventeen Mathematics teachers from State Secondary Schools in Anambra, Nigeria were included in the investigation. A…

Between 2002 and 2007, data showed that 33% of alternatively certified teachers within a Florida school district withdrew from the profession within their first three years, and up to 40% of teachers withdrew within their first five years. In response, this study explored the causes for the retention and attrition of alternatively certified…

Three substitute teachers give six suggestions for making substitute teachers feel more welcome, more effective, and more useful. (MT)

Staff development is very significant for the achievement of overall goals of higher education in Pakistan. The success of innovations depends largely upon the skills of instructors; but in Pakistan, the people with a simple masters degree (without any pedagogical training) are inducted as teaching staff at the university level, so it is time to…

Practical classroom management techniques are offered for secondary school teachers' daily use. (MJB)

Discusses the following five ways that substitute teachers can enhance their own effectiveness and control in the classroom: (1) expect the unexpected; (2) use available people as resources, including staff and students; (3) improvise relevantly in the classroom; (4) use technology; (5) enforce disciplinary measures promptly. (PGD)

A well-prepared lesson plan is the most effective tool for effective teaching and classroom control; determination and dedication lead to success; and other advice for new teachers. (DCS)

This checklist is intended for beginning teachers, transfer teachers, school administrators, mentors, teacher educators, and student teachers. Seven sections focus on "Getting Acquainted" (instructional resources; community facilities and resources; the school district; school rules, procedures, and policies; school personnel, services,…

Reviews research-based techniques for classroom management, maintaining that it is now possible systematically to train teachers to organize their classrooms as effective learning environments. (JM)

Quality classroom instruction should be the foundation upon which any successful vocational agriculture program is developed. Important components of classroom instruction include Future Farmers of America activities, problem-solving-based instruction, lesson plans, discipline, and the use of a variety of instructional methods and techniques. (LRA)