Results 201 to 210 of about 56,905 (269)

Special subject teachers need more support to mitigate respiratory viral spread in schools: insights from interviews during COVID-19. [PDF]

Ann Work Expo Health
Amoh-Asante NAA, Lowe AA, Wilson AM.
europepmc   +1 more source

Occupational recognition and teachers’ retention intentions: A latent profile analysis informed by recognition theory

British Educational Research Journal, EarlyView.
Abstract Teacher retention is often explained through workload, job satisfaction and burnout, but these accounts have examined less systematically whether teachers experience their profession as socially and institutionally recognised. Drawing on recognition theory, this study examines how occupational recognition is configured across material and ...
Mengting Qian, Yufei Fang, Chunshun Yan, Yangxi Liu   +3 more
wiley   +1 more source

The impact of homeroom teacher support on high school students' academic motivation: a serial mediation model of classmate support and basic psychological needs satisfaction. [PDF]

BMC Psychol
Jiang J, Lu H, Yao G, Yang Y, Xie K, Yang Y.   +5 more
europepmc   +1 more source

Effects of Ecological Complexity on Student Identification Accuracy in a School-Based Citizen Science Program. [PDF]

Biology (Basel)
Charter M.
europepmc   +1 more source

The Impact of Scaffolding on Academic Achievement in Undergraduate Emergency Language Courses. [PDF]

J Psycholinguist Res
Zhu A, Ye JH.
europepmc   +1 more source

Ditching Diet Talk: A Qualitative Study of Teachers Implementing Weight-Inclusive Nutrition Curriculum in the High School Health Classroom. [PDF]

J Sch Health
Gamble J, Levinson J, Hinchey D, Russell K, Garnett B, Pope L.   +5 more
europepmc   +1 more source

Understanding L2 willingness to communicate: the interplay of growth mindset, foreign language enjoyment and anxiety. [PDF]

BMC Psychol
Zhang T, Sultana M, Bibi R.
europepmc   +1 more source

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The Teacher and the Classroom

Journal of Education, 2016
In Becoming a Nation of Readers (BNR) (1985), Richard C. Anderson, Elfrieda H. Hiebert, Judith A. Scott, and Ian A. G. Wilkinson argued that the quality of teaching is a powerful influence on children's reading development–more powerful than the influence of the general teaching approach or materials used.
Nell K. Duke, Gina N. Cervetti, Crystal N. Wise   +2 more
openaire   +1 more source