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SAGE Journal User Guide

Dixon, F., Yssel, N., McConnell, J., & Hardin, T. (2014). Differentiated Instruction, Professional Development, and Teacher Efficacy.  Journal for the Education of the Gifted, June 2014; vol. 37, 2: pp. 111-127.

1. Do teachers who express higher teacher efficacy differentiate instruction more in their classrooms than teachers who feel less efficacious?
2. Does professional development in differentiation relate to teacher efficacy?

Izzo, M., Nagaraja, H., Novak, J., and Yurick, A. (2010) Effects of a 21st-Century Curriculum on Students’ Information Technology and Transition Skills Career Development for Exceptional Individuals, August 2010; vol. 33, 2: pp. 95-105.

1. The EnvisionIT curriculum equips students with the essential skills for what?
2. The findings in the article underline the importance of implementing curricula that deliver what?

Kimball, S. & Milanowski, A.  (2009).  Examing teacher evaluation validity and leadership decision making within a standards-based evaluation system.  Educational Administration Quarterly 45 (1): 34-70. 

http://eaq.sagepub.com/

1. What are the biggest issues in terms of principal evaluation of teachers?
2. What systematic differences were found between the two groups?
3. What were the findings in terms of how principals evaluated teachers in terms of the school’s context?

Evers, A., Kreijns, K., Van der Heijden, B., & Gerrichhauzen, J.  (2011).  An organizational and task perspective model aimed at enhancing teachers’ professional development and occupational expertise.  Human Resource Development Review 10 (2): 151-179.

http://hrd.sagepub.com/

1. Explain the relationship between teacher professional development and occupational expertise.
2. What organizational and tasks factors were found to have an influence on both TPD and OE?
3. How is this model developed by these authors different from other models?

Alderman, G. & Green, S.  (2011) Social powers and effective classroom management:  enhancing teacher- student relationships.  Intervention in School and Clinic 47 (1): 39-44.

http://isc.sagepub.com/

1. Explain how coercion is a type of social power how it can be used by teacher to influence students to excel both academically and behaviorally. Provide examples of this use.
2. Explain how manipulation is a type of social power and how it can be used by teacher to influence students to excel both academically and behaviorally. Provide examples of this use.
3. Explain how expertness is a type of social power  and how it  can be used by teacher to influence students to excel both academically and behaviorally. Provide examples of this use.
4. Explain how likeability is a type of social power and how it can be used by teacher to influence students to excel both academically and behaviorally. Provide examples of this use.