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1	Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment
	Asli Lidice Gokturk Saglam; Dina Tsagari
	In: Languages; Volume 7; Issue 1; Pages: 65 (2022)
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2	Mother Tongue and Mathematics Instruction in Multilingual Contexts: An Quantitative Analysis of Teacher Cognition among Elementary-grade Teachers
	Caspillo, Warrelen D.. - : Universidad de Granada, 2022
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3	TEACHERS’ PERCEPTIONS AND PRACTICES OF CRITICAL THINKING INSTRUCTION IN INDONESIAN SENIOR HIGH SCHOOLS: A CASE STUDY
	Eka Anggraeny; Somruedee Khongput
	In: TEFLIN Journal, Vol 33, Iss 1, Pp 1-26 (2022) (2022)
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4	THE LATINO ACHIEVEMENT GAP: THE ROLE OF TEACHERS IN THE SUCCESS OR FAILURE OF LATINO STUDENTS
	Gonzalez-Adamski, Sandra
	In: Dissertations (2021)
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5	EFL Literacy Teaching in Relation to Teachers’ Self-Efficacy, Experience and Native Language
	Fuchs, Stephanie; Katzir, Tami; Kahn-Horwitz, Janina
	In: Australian Journal of Teacher Education (2021)
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6	School Administrators’ Perceptions of Critical Teacher Skills
	Austin, Vance L.; Caldas, Stephen; Malow, Micheline...
	In: Excelsior: Leadership in Teaching and Learning (2021)
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7	Cognitive Autonomy Supportive Teaching Behaviors: Perceptions of Four Groups of Educators
	Deniz, Fatmana Kara
	In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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8	Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education
	Agricola, Bas T.; Prins, Frans J.; van der Schaaf, Marieke F....
	In: Scandinavian Journal of Educational Research ; 65 (2021), 5. - S. 877-897. - Routledge, Taylor & Francis Group. - ISSN 0031-3831. - eISSN 1470-1170 (2021)
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9	Employability, international mobility and intercultural awareness in Bilingual Education: Studying the perceptions of pre-service bilingual teachers
	Palacios-Hidalgo, Francisco Javier. - : Octaedro, 2021
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10	Perceptions of linguistically responsive teaching in language specialist teachers and mainstream teachers
	Rodríguez-Izquierdo, Rosa M.
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 25-41 (2021)
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11	PROMOTING PROFESSIONAL IDENTITY AMONG PRE-SERVICE ENGLISH TEACHERS THROUGH TEACHER CAMPS
	Anderson Hidarto; Chindy Christine
	In: TEFLIN Journal, Vol 32, Iss 2, Pp 214-242 (2021) (2021)
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12	The use of computer-adaptive formative assessment: Australian English language teacher perceptions ...
	Ijiwade, Oluwaseun. - : UNSW Sydney, 2020
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13	The use of computer-adaptive formative assessment: Australian English language teacher perceptions
	Ijiwade, Oluwaseun, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2020
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14	ASSESSING ENGLISH PRE-SERVICE TEACHERS’ KNOWLEDGE BASE OF TEACHING: LINKING KNOWLEDGE AND SELF-PORTRAYAL
	Anita Triastuti
	In: TEFLIN Journal, Vol 31, Iss 1, Pp 108-138 (2020) (2020)
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15	Teacher Perceptions of an International Baccalaureate Diploma Program in a Mid-western Inner-ring Suburban High School During the First Seven Years
	Kelly, Charles E
	In: ETD Archive (2019)
	Abstract: The International Baccalaureate Diploma Program (IBDP) has grown exponentially around the world and particularly within the United States over the past decade, and numerous studies have been conducted on a wide range of issues related to the IBDP and the other three IB Programs—the Primary Years, Middle Years, and Career-related Programs. Much of the research, naturally, focuses on student achievement within the IBDP and the ways in which the Program benefits students who participate. Fewer studies have been done on teacher perceptions of the IBDP. Typically, when teacher perceptions are investigated, the focus is on their perceptions of student achievement, rather than on teachers’ perceptions of their experience in the IBDP. The purpose of this case study was to explore the perceptions and experience of IB-trained teachers who currently teach in the IB Diploma Program (IBDP) or who have taught in the program at some point since its implementation in a high school of an inner-ring suburb of a medium-sized, Midwestern city in order to understand better the potential impact of an IB Diploma Program (IBDP) on teacher attitudes, approach, and pedagogy over its first seven years. Seventeen IBDP teachers were interviewed for their perceptions of the IBDP curriculum, autonomy for teachers, equity for students, and student emotional and psychological well-being; in addition, their perceptions of interactions with colleagues and other stakeholders, as well as of how their perceptions evolved over the time that each has spent as an IBDP teacher, were analyzed. Teachers evinced generally positive perceptions of the IBDP curriculum, particularly in relation to the Advanced Placement (AP) curriculum; they found equity to be an issue that the school and district proactively address; they found student stress to be a significant concern, though they felt that it can also promote growth; and they conveyed various perceptions of informal interactions with colleagues, positive perceptions of interactions with formal IB trainings, students, and parents, and generally positive perceptions of interactions with administrators whose support and involvement they encourage. An application of symbolic interactionism reveals insight into these teachers’ perceptions and helps to show the degree to which the teachers’ perceptions are fluid, complex, and varied.
	Keyword: Education; high school; International Baccalaureate; teacher perceptions
	URL: https://engagedscholarship.csuohio.edu/etdarchive/1129 https://engagedscholarship.csuohio.edu/cgi/viewcontent.cgi?article=2170&context=etdarchive
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16	A case study on influences of mainstream teachers' instructional decisions and perceptions of English learners in Hawai'i public secondary education ...
	Butler, Dalvin L.. - : University of Southern California Digital Library (USC.DL), 2019
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17	Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception
	Cosme-Jesús Gómez-Carrasco; José Monteagudo-Fernández; Juan-Ramón Moreno-Vera...
	In: Education Sciences ; Volume 9 ; Issue 4 (2019)
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18	Secondary Science Preservice Teachers’ Perceptions of Engineering: A Learner Analysis
	Trina J. Kilty; Andrea C. Burrows
	In: Education Sciences ; Volume 9 ; Issue 1 (2019)
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19	High School Language Students' and Teachers' Perceptions of Effective Teaching Practices: A Collective Case Study
	Lainé, Janet Lynn
	In: Doctoral Dissertations and Projects (2019)
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20	Seeing Beyond the Stereotype to See the Whole Human: Teachers’ Perceptions of Media Stereotypes and Black Youth
	McTier, Syreeta Ali
	In: Educational Policy Studies Dissertations (2019)
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