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Using their proven formula for guiding novice, pre-service, and experienced teachers, the authors synthesize real-world insights and the most practical elements of pedagogy to provide a ready-to-use resource of best classroom practices. Based on the authors' experience as teacher educators and skilled social studies teachers, this text helps practitioners: * Make instruction meaningful * Develop literacy to build social studies skills * Incorporate district expectations and state standards * Create a community of learners * Collaborate with colleagues The authors provide easy-to-follow lists, tips, and sample forms and letters to help teachers organize their daily work and reduce stress.

This study was conducted to explore elementary school teachers' uses of reading disabilities research. A modified version of Knott and Wildavsky's (1980) knowledge utilization framework underpinned the investigation. Teachers completed a questionnaire and participated in focus groups which elicited their reported uses of reading disabilities research. Results revealed that teachers read and understand, refer to, attempt, adopt into policy, implement, and implement with desired results research on reading disabilities "sometimes." The teachers' acquisition of research through passive reception or "actively seeking and finding it" occurred less often than using, adopting, implementing or referring to the research "sometimes." These findings are significant in light of the high incidence of reading disabilities. The findings suggest that students are not receiving evidence-based instruction that has the potential to alleviate or eliminate reading disabilities. This study has implications for increased research dissemination efforts and for continued investigations of obstacles to research use and means to facilitate the use of reading disabilities research.Cette étude visait à étudier l'emploi que font les enseignants à l'élémentaire de la recherche sur les troubles de lecture. Une version modifiée du cadre d'utilisation des connaissances de Knott et Wildavsky (1980) a servi de fondement à l'étude. Les enseignants ont complété un questionnaire et ont participé à des groupes de discussion portant sur l'emploi qu'ils faisaient de la recherche sur les troubles de lecture. Les résultats indiquent que, relativement à la recherche sur les troubles de lecture, les enseignants la lisent et la comprennent, s'y réfèrent, tentent de la mettre en œuvre, l'adopte comme politique et l'appliquent avec les résultats escomptés, et qu'ils font tout cela « parfois ». Quant à l'acquisition de la recherche de façon passive ou bien par une recherche active et réussie, les enseignants ont indiqué que cela se produisait moins fréquemment. Ces résultats sont importants en raison de l'incidence élevée des troubles de lecture. Ils portent à croire que les élèves ne reçoivent pas l'instruction que propose la recherche et qui aurait le potentiel d'atténuer ou d'éliminer les troubles de lecture. Les retombées de cette étude touchent les efforts visant la diffusion de la recherche, les études supplémentaires portant sur les obstacles à l'utilisation de la recherche et les moyens de faciliter l'utilisation de la recherche sur les troubles de lecture.

This study investigates science teachers' concerns about how to achieve effective classroom management, with particular reference to classroom communication, student motivation, physical environments and unwanted student behaviors. A qualitative research method is used in this research. The semi-structured interview form is developed by the researchers as a data collection tool. The study group consists of fourteen science teachers who are working in Mugla province of Turkey, in the academic year of 2015-2016. According to the research findings, participating teachers have linked effective classroom communications to such aspects as student participation and a democratic and sincere classroom environment. In addition, they have also stated that effective classroom management are linked to the following: proper material usage, asking questions, feeling the importance of lessons, physical environment, laboratory environment, a U-shaped seating plan, use of an interactive whiteboard, verbal warnings to correct undesirable behaviors, trying to understand the causes of problems, giving responsibility, establishing eye contact, proper punishments, interviewing parents, guiding teachers and sending students to principal's room.

This study investigates science teachers' concerns about how to achieve effective classroom management, with particular reference to classroom communication, student motivation, physical environments and unwanted student behaviors. A qualitative research method is used in this research. The semi-structured interview form is developed by the researchers as a data collection tool. The study group consists of fourteen science teachers who are working in Mugla province of Turkey, in the academic year of 2015-2016. According to the research findings, participating teachers have linked effective classroom communications to such aspects as student participation and a democratic and sincere classroom environment. In addition, they have also stated that effective classroom management are linked to the following: proper material usage, asking questions, feeling the importance of lessons, physical environment, laboratory environment, a U-shaped seating plan, use of an interactive whiteboard, verbal warnings to correct undesirable behaviors, trying to understand the causes of problems, giving responsibility, establishing eye contact, proper punishments, interviewing parents, guiding teachers and sending students to principal's room.

Technological advancements in education have turned the idea of machines as teachers into a reality. To better understand this phenomenon, the present study explores how college students develop expectations (or anticipations) about a machine teacher, particularly an AI teaching assistant. Specifically, the study examines whether students' previous experiences with online courses taught by a human teacher would influence their expectations about AI teaching assistants in future online courses. An online survey was conducted to collect data from college students in the United States. Findings indicate that positively experienced social presence of a human teacher helps develop positive expectations about an AI teaching assistant. The study provides meaningful implications and contributions to our understanding of a machine agent in education

Competence Based Curriculum (CBC) was introduced is schools to cater for the demand of employers to have skilled and competent employees who could competent in the world market. The implementation of CBC in schools is facing many challenges; some of them originate from teachers colleges where the preparation of teachers is done to take the roles. The purpose of this study was to examine the challenges teachers colleges face in teaching with CBA. The study employed quantitative and qualitative approaches. Specifically, the study aimed to answer the following questions: what are the challenges of teaching and learning with CBC in teachers colleges? and, what challenges do tutors face in integrating competence based approaches (CBA) in teachers colleges? The findings showed a significant efforts from governmental, institutional, and individual initiatives towards competence based curriculum implementation. However, there are various challenges facing teachers colleges and tutors in teaching and integrating CBC knowledge and skills in the training. The identified challenges include: poor government support, shortage of teaching and learning materials, poor infrastructures, shortage of training opportunities for professional development and lack of follow up activities from curriculum planners. The author's recommendation is given out for further action to the government, training institutions and education stakeholders to work together for implementing CBC to teachers. As well researchers should work on the suggested area. The study concludes that teachers are not well prepared in colleges for effective CBC implementation in schools due to the aforesaid challenges. Article visualizations:

This article describes the Rehabilitation Teachers Division—one of the four units of an Israeli rehabilitation agency, Migdal Or. It discusses the division's history, structure, and unique features and shows that although many ideas and models were taken from programs in other countries, they have been adapted to the needs, assets, and cultures of blind and visually impaired people in Israel.

School readiness involves readiness in terms of ability to reading, writing and use numbers along with emotional and psychological readiness to make successful entry to formal schooling. It has been established that academic readiness is the most important component of school readiness. The present study was aimed to assess the knowledge of rural and urban government school teachers of Ludhiana regarding developmental readiness. The study was based on 100 teachers (i.e. 50 rural and 50 urban) teaching Class – I. The sample was selected from seven Government Primary Schools purposively selected from rural as well as urban locales of Ludhiana District. Self- Structured Teachers' Knowledge Questionnaire was used to assess the academic readiness of rural and urban government school children. The questionnaire comprised of five open ended questions relating to academic readiness expected to be achieved by students of Class-I. The comparison between knowledge levels of rural and urban teachers revealed that urban teachers had better knowledge than rural teachers. Teachers play an important role in building a child's success in their first years of school. They provide structure and help children grow in their pre-reading and pre-writing skills, teach pre-arithmetical skills and help children understand themselves.

Purpose
By 2026, students of color will make up 54 percent of the school-age population. Literature on recruiting and retaining teachers of color reveal that teachers of color are underrepresented in US schools (Castro et al., 2018). Cultural differences between teachers and students result in higher number of students of color being expelled or suspended, low graduation rates and lower numbers of students of color in advanced math, science and gifted courses. With an emphasis on retaining teachers of color the purpose of this paper is to examine how traditional school contexts play a role in teacher retention.


Design/methodology/approach
This was a qualitative case study that examined white teachers' perceptions about their interactions with African American teachers (Merriam, 1998). A case study was useful in describing the boundaries of the school and how this type of context allowed the researchers to explore intergroup differences between both groups of teachers (Hays and Singh, 2011). Nine white teachers from predominantly white schools in the USA were interviewed (Seidman, 1998). The data were analyzed using what Glaser and Strauss (1967) call a constant comparative method. This process compared the intergroup theory with teachers' responses.


Findings
Findings indicated that white teachers had little or no experience interacting with people who were racially and culturally different from them. Because of their curiosity about race, African American teachers were categorized as the "black expert." White teachers asked them to speak with African American parents, give expertise on areas of discipline and chair multicultural events. Group boundaries developed rapidly as white teachers overwhelmed teachers of color with only their racial problems. African American teachers were forced into roles, which prevented them from contributing in other areas. Thus, African American teachers grew tired of only playing one aspect of their teaching.


Research limitations/implications
Upon entering their schools, teachers bring with them a broad array of experiences, knowledge, skills and abilities. This results in a form of assimilation where they become like-minded to their schools' norms and values. As incoming teachers of color enter with different norms and culture, they mediate boundaries having both groups of teachers adjust to cultural differences (Madsen and Mabokela, 2013). Intergroup differences often occur due to changing demographics in schools. If teachers cannot work through these normative conflicts, it will be reflected in teacher turnover, absences, workplace disagreements and teachers of color leaving.


Practical implications
If the focus is to recruit teachers of color, there needs to be an emphasis on preparing leaders on how to identify and address intergroup differences. As in Bell's (2002) study and Achinstein's (2002) research, when teachers have differences it will have influence how teachers will collaborate. Thus, teachers of color are prevented from sharing their philosophy about teaching students of color. These individuals also share the burden of being the only person who can advocate for students of color, but also serve as cultural translators for other students as well.


Social implications
Future educators not only need to understand how to teach demographically diverse students, but it is important for them to understand how multicultural capital plays an inclusive role in getting all students to do academically well. The question becomes of how one teaches the importance of "humanistic" commitments for all children.


Originality/value
Booysen (2014) believes that identity and workplace identity research only allows for integration of divergent perspectives. More study is needed to understand how do workers navigate their identity through the workplace. Workplace identity among group members results in power discrepancies and assimilation verses the preservation of micro cultural identity. Thus, both groups often have competing goals and there is a struggle for resources. Cox (1994) believes that these tensions cause group members to center on preserving of their own culture. Hence, groups are more aware of their need to protect their cultural identity which ultimately affects retention of workers.

AbstractTeachers find that having close personal relationships with students is deeply rewarding in their work and that they contribute to more effective classrooms. The relationships, which many consider to be part and parcel of good teaching, afford teachers the opportunity to reach students intellectually and emotionally. Still, the relationships can be overwhelming and confusing for teachers. In interviews, teachers at a large and a small high school discuss how the relationships offer them both rewards and challenges in their work, their personal lives, and their efforts to humanize their classrooms.

Teachers are uniquely placed to comment on the design and use of tactile graphics in school education. It is surprising then that their opinions on this topic do not appear to have been sought previously. A postal questionnaire was used to gather the perspectives of 24 teachers working with visually impaired children, in special or mainstream schools, at primary or secondary level. The questionnaire allowed the teachers themselves to put forward those issues they considered important. Some very positive and enthusiastic remarks about tactile graphics were received but the general emphasis was on the difficulties of using tactile graphics in the classroom, such as the labour-intensiveness of production, problems of information overload within a graphic, and the challenge of making tactile graphics meaningful to learners.