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Articles by Peter Youngs
How Beginning Teachers' Enactment of Ambitious Mathematics Instruction Seems to Be Influenced by Mathematics Teaching Self-Efficacy, Perceived Collective Responsibility, and Feedback on Instruction
Conflicts of Interest The authors declare no conflicts of interest. Data Availability Statement The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions. References , , and . 2020. “Managing to Teach Ambitiously in the First Year?” Elementary School Journal 120, no. 4: 667–691. https://doi.org/10.1086/708660. Association of Mathematics Teacher Educators. 2020.
Government must meet the needs of an ageing population
Editor: This month, the House of Lords’ Built Environment Committee released a report on how we could meet housing demand and solve the housing crisis. The report noted that “little progress has been made on housing for the elderly” and suggested specialist seniors housing could be part of the solution. We at Knight Frank agree wholeheartedly with this assessment, but we believe the report did not go far enough in explaining how seniors housing could help solve these issues.
Developing the "Will": The Relationship between Teachers’ Perceived Policy Legitimacy and Instructional Improvement
by Jihyun Kim, Min Sun & Peter Youngs - 2019 Background/Context: As part of a nationwide initiative that re-conceptualized teacher evaluation, Virginia issued the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers on July 1, 2012; these guidelines marked a significant overhaul of the state’s approach to teacher evaluation.
Issue
by Ana Aracelly Olguín & Stephanie C. Sanders-Smith This article shares the experience of a mother and child fleeing civil unrest in Guatemala to resettle as refugees in the United States. The study uses a Bourdieusian lens to describe feelings of unease and struggles the family encountered in their new community.
“Doing the ‘Real’ Work”: How Superintendents’ Sensemaking Shapes Principal Evaluation Policies and Practices in School Districts
School district superintendents in the United States and other nations have long faced conflicting pressures and priorities (Björk et al., 2018; Cuban, 1988). In recent years, the image of the “instructional supervisor” has guided their work, focusing their efforts on improving classroom instruction. At the same time, the metaphor of administrative chief has driven their decisions, demanding their attention to efficiency, control, and compliance.
TCRecord: Article
by Nathan Jones & Peter Youngs - 2012 Background/Context: The increasing number of districts implementing mentoring and induction programs suggests that policymakers are aware of the need to increase the support available to new teachers. The argument underlying many of these programs is based, at least partly, on assumptions about beginning teachers’ emotional responses to their work.
Teacher Characteristics and Student Achievement Gains: A Review
A large body of studies exists that examines the relationship between student achievement gains and the characteristics of teachers. To help policymakers and researchers use and build on this body of studies, this article reviews the studies systematically and synthesizes their results with deliberate consideration of each study’s qualities.
Editors’ Introduction
Editors’ Introduction
Person-Organization Fit and Research on Instruction
Research from industrial and organizational (I-O) psychology indicates that outside of K–12 education, employees’ sense of fit with their organizations is often associated with job satisfaction, performance, commitment, and retention. Person-organization (P-O) fit has been conceptualized as the degree of congruence between an individual’s values, goals, and/or cognitive skills and abilities and the characteristics or requirements of their workplace.
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