Kim H. Song

TL;DR: The authors used longitudinal multilevel modeling to examine whether overall performance on standardized as well as classroom tests reveals a gender difference in mathematics performance and found that females' mathematics grade-point average is significantly higher than males.

TL;DR: In this article, a pilot study was conducted in an urban teacher education institution to examine teachers' beliefs in teaching, learning, and students, and the results from the urban pre-service and in-service teachers in this study do not support characteristics of culturally relevant teachers to meet urban students' needs.

TL;DR: In this paper, a conceptual model was developed in an urban undergraduate education institution in the US to assess teaching performance and intellectual development levels of teacher candidates, and the results from Danielson's and Perry's rubrics showed that the higher students moved to in their teacher education program, the more proficient their teaching performance became.

TL;DR: The main goal of the study was to examine if the participants would improve their reflective thinking skills using structured reflective tools, i.e. videotaping, the assessment rubrics, reflective writing guidelines, coaching and the reflective practice model.

TL;DR: This article examined systematic professional development (PD) training and its impact on teachers' roles for and attitudes toward English language learners (ELLs) and found that most of the participating teachers perceived that they improved their instructional strategies for ELLs and attributed this improvement to SIOP and guided coaching.