Jurnal.edu.az Teacher
Echo Wardon
Chemistry Education Research and Practice (CERP) is the journal for teachers, researchers and other practitioners at all levels of chemistry education. It is published free of charge electronically four times a year, thanks to sponsorship by the Royal Society of Chemistry's Education Division. Coverage includes the following:
Second to offer practitioners (teachers of chemistry at all levels) a place where they can share effective ideas and methods for the teaching and learning of chemistry and issues related to these, including assessment.
Last summer I completed the Apple Learning Coach Program and thought the journaling process was phenomenal. It really helped me practice the coaching process and learn documentation strategies. I thought my teachers could benefit from this journaling process too and curating a journal of examples would create artifacts that not only would document their learning, but house examples they could refer to later. I decided to create a journal template in Pages that my teachers would complete as they worked through projects in the Everyone Can Create series.
The Journal of the Scholarship of Teaching and Learning (JoSoTL) is a forum for the dissemination of the Scholarship of Teaching and Learning in higher education for the community of teacher-scholars. ISSN 1527-9316.
The Journal of Special Education Preparation (JOSEP) is an open-access, peer-reviewed journal that features research-to-practice information and materials for special education faculty in higher education settings. Published bi-annually, JOSEP brings its readers the latest on evidence-based instructional strategies, technologies, procedures, and techniques to prepare special education teachers and leaders. The focus of its practical content is on immediate application.
An exploratory, within-subject study examined the extent to which 34 preservice teachers noticed the implementation of high-leverage practices (HLPs) in special education classrooms within three virtual field experiences (VFEs). The purpose of this study was to examine the extent to which preservice teachers could accurately identify HLPs across a variety of classroom settings that embedded different instructional models (i.e., explicit teaching versus inquiry-based models). Overall findings indicated that preservice teachers consistently observed strategies to promote active engagement with high accuracy and observed the implementation of cognitive strategies and scaffolded instruction with low accuracy. Furthermore, preservice teachers identified HLPs with this highest accuracy within classrooms using explicit instructional settings. Implications for teacher educators on how to scaffold VFEs to promote accurate identification of HLPs across settings are provided.
The Journal of Education in Muslim Societies (JEMS) is a semiannual, open access and peer reviewed journal published in partnership with the International Institute of Islamic Thought and Indiana University Press. JEMS encourages work on a wide range of topics pertinent to the education sector including but not limited to pedagogies, teacher practices, leadership, and policy as it relates to the conditions and status of education in Muslim societies and communities. The guiding premise of the journal is that education serves more than just the acquisition of knowledge and skills but the enhancement of the holistic aspects of individuals and societies. JEMS seeks manuscripts in subject areas such as comparative education, youth and youth development, curriculum reform, early childhood education, higher education, as well as others. The journal has no disciplinary or methodological bias.
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