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Journal articles on the topic 'Teaching practices'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 October 2024

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1

Jaskot, Bunny. "Teaching Practices." American Biology Teacher 78, no. 2 (February 1, 2016): 173–74. http://dx.doi.org/10.1525/abt.2016.78.2.173.

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2

Bergeron, David M. "Teaching Practices." Shakespeare Quarterly 48, no. 4 (1997): 458. http://dx.doi.org/10.2307/2871257.

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3

Martin, C. Dianne. "Teaching practices." ACM SIGCAS Computers and Society 26, no. 1 (March 1996): 3–6. http://dx.doi.org/10.1145/229403.229406.

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4

Halimoon, Hasrul. "Practical Teaching Practices among Lecturers of Construction Technology in Vocational College." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5322–33. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020239.

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5

Cunningham, Christine M., and William S. Carlsen. "Teaching Engineering Practices." Journal of Science Teacher Education 25, no. 2 (April 8, 2014): 197–210. http://dx.doi.org/10.1007/s10972-014-9380-5.

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6

Barrett-Zahn, Elizabeth. "Redefining Teaching Practices." Science and Children 61, no. 4 (July 3, 2024): 5. http://dx.doi.org/10.1080/00368148.2024.2366013.

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7

Stobaugh, Rebecca, and Margaret Gichuru. "Co-Teaching Practices During Student Teaching." Educational Renaissance 5, no. 1 (March 9, 2017): 53–73. http://dx.doi.org/10.33499/edren.v5i1.100.

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Accrediting organizations and regulations have compelled teacher preparation programs to establish partnerships with PK-12 schools to produce quality educators by utilizing effective teaching approaches such as co-teaching. The study examined co-teaching survey completed in the middle of student teaching. Data was collected from cooperating teachers and student teachers at different grade levels. The survey assessed participants' use of co-teaching strategies and the number of planning hours in each week. Pearson Correlations measured the relationship among the co-teaching strategies and the relationship between the co-teaching strategies and planning time. Results suggest there were more correlations among the co-teaching strategies for elementary student teachers. Three relationships were found in the middle school cooperating teachers data. Additionally, no correlations were found between any co-teaching strategies from either high school cooperating teachers or student teachers. The amount of planning time was shown to have no significant differences between any of the co-teaching strategies.
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Escobedo, Paula, Mª Auxiliadora Sales, and Joan A. Traver. "From Traditional Practices to Inclusive Teaching Practices." Procedia - Social and Behavioral Sciences 116 (February 2014): 3327–31. http://dx.doi.org/10.1016/j.sbspro.2014.01.757.

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9

Khaldi, Anissa. "Motivation-Based Teaching Practices." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 56–60. http://dx.doi.org/10.15405/ejsbs.2013.1.7.

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One of the factors that have been found to significantly influence EFL language learners’ success is motivation. It is said that it provides a strong impetus to initiate learning and, at the same time, a driving force to sustain the long, often tiring process of learning. Hence, it is crucial for instructors to consider how to foster this important variable. The present article argues that motivation can be stimulated through a number of teaching practices. It will set out to review some research concerning motivation along with its different components. Moreover, the article will explain how motivation helps learners pursuit their challenging learning goals in the path of success. The bulk of the final part will be devoted to some of the instructional practices that teachers may use so as to get learners motivated as well as sustain their motivation. Finally, the conclusion of this article will also shed light on the idea that although motivation is a key factor for success, it is not the only variable that EFL instructors should seek to take into account. There are other variables that can be held responsible for successful learning.
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Khaldi, Anissa. "Motivation-Based Teaching Practices." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 727–33. http://dx.doi.org/10.15405/futureacademy/ejsbs(2301-2218).2012.4.7.

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11

Prandini, Markus. "Best Practices in Teaching." Central European Business Review 1, no. 2 (September 30, 2012): 56. http://dx.doi.org/10.18267/j.cebr.20.

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12

Tobin, Kenneth. "Improving science teaching practices." International Journal of Science Education 10, no. 5 (October 1988): 475–84. http://dx.doi.org/10.1080/0950069880100501.

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Gregor, Frances M. "Nurses’ informal teaching practices:." International Journal of Nursing Studies 38, no. 4 (August 2001): 461–70. http://dx.doi.org/10.1016/s0020-7489(00)00081-x.

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14

Plisk, Steven. "Principle-Based Teaching Practices." Strength and Conditioning Journal 25, no. 5 (October 2003): 57–64. http://dx.doi.org/10.1519/00126548-200310000-00010.

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15

Henderson, Michael, and Scott Bradey. "Shaping online teaching practices." Campus-Wide Information Systems 25, no. 2 (March 28, 2008): 85–92. http://dx.doi.org/10.1108/10650740810866585.

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16

Handler, Seymour. "Teaching Good Transfusion Practices." JAMA: The Journal of the American Medical Association 270, no. 24 (December 22, 1993): 2927. http://dx.doi.org/10.1001/jama.1993.03510240039020.

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Handler, S. "Teaching good transfusion practices." JAMA: The Journal of the American Medical Association 270, no. 24 (December 22, 1993): 2927c—2927. http://dx.doi.org/10.1001/jama.270.24.2927c.

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18

Zhumagulova, Erkeaiym Zhamyrkanovna. "TEXT - BASED TEACHING PRACTICES." Вестник Международного Университета Кыргызстана, no. 3 (2022): 107–10. http://dx.doi.org/10.53473/16946324_2022_3_107.

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19

Mrs. Beena Rosy C.G. "Innovations in Teaching Practices." International Research Journal on Advanced Engineering and Management (IRJAEM) 2, no. 05 (May 18, 2024): 1469–71. http://dx.doi.org/10.47392/irjaem.2024.0198.

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Innovations in teaching practices are critical for promoting student engagement, motivation, and learning outcomes. This abstract highlight recent advancements in technology, pedagogy, and learning environments that have led to more effective and personalized teaching approaches. The integration of interactive tools, flipped classrooms, and project-based learning has shown promising results in enhancing student comprehension and retention. Additionally, the implementation of culturally responsive teaching methods and incorporating diverse perspectives in curriculum design have been instrumental in fostering creativity, critical thinking, and inclusivity in the classroom. By staying abreast of current trends and continuously seeking out innovative strategies, educators can adapt to the ever-evolving needs of today's learners and create enriching educational experiences. Teaching practices are constantly evolving due to innovative approaches. Educators are incorporating new methods and strategies into their teaching to enhance student learning. The landscape of education is being transformed through innovative teaching practices. Teachers are adopting cutting-edge techniques to engage students and improve academic outcomes. Innovations in teaching are revolutionizing the way students are taught and motivated to learn.
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20

Luitel, Peshal. "Practices of Teaching Grammar." Scientific Researches in Academia 1, no. 1 (November 23, 2023): 51–58. http://dx.doi.org/10.3126/sra.v1i1.60095.

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The 21st century is known as the era of meaning-focused communicative approach to teaching of grammar. However, most language teachers are found to still follow transmission-based grammar-oriented approaches. It is known that the success or failure of teaching grammar effectively depends on teachers. Therefore, in spite of teaching of grammar being central to language teaching, it is problematic domain for language teachers. That is to say, what teachers do in regard to grammar instruction is an important issue that needs to be investigated. Therefore, through a classroom observation checklist, the present study investigated Nepalese primary-level English language teachers’ practices of teaching grammar. The results revealed that teachers predominantly prefer the traditional focus-on-formS approach, which indicates that even if new way of teaching grammar have been emerged, the teachers are unable to shift their approach of teaching grammar.
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Macsuga-Gage, Ashley S., Brandi Simonsen, and Donald E. Briere. "Effective Teaching Practices: Effective Teaching Practices that Promote a Positive Classroom Environment." Beyond Behavior 22, no. 1 (December 2012): 14–22. http://dx.doi.org/10.1177/107429561202200104.

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22

Alsharif, Khalid M., and Naem M. Alamri. "Using Teaching Practices Inventory to Evaluate Mathematics Faculty Teaching Practices in Higher Education." International Journal of Instruction 13, no. 1 (January 3, 2020): 139–50. http://dx.doi.org/10.29333/iji.2020.1319a.

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23

D’Souza, Melba Sheila, Bala Raju Nikku, and Cael Field. "Interdisciplinary teaching practices: Reflections from a teaching triangle." Journal of Nursing Education and Practice 11, no. 5 (January 11, 2021): 10. http://dx.doi.org/10.5430/jnep.v11n5p10.

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Background and aim: There is an increased understanding of and appreciation for teachers' work from other disciplines, primarily for formulating individual plans and enhancing one's teaching based on observations and shared reflections. This article reviews how reflective practice, which is self-initiated and focused, informs the understanding and improvement of teaching practices, demonstrates interaction with students, and guides teaching experiences. This article aims to explore reflective practices that were meaningful for engaging in in-class instructional teaching practices.Methods: A self-study methodology was used to examine the complicated relationship between teaching and learning and knowledge in action of teacher education pedagogy.Results and discussion: As teacher, we understand the importance of problem-solving, establishing connections between relationships, and motivating students to think about missing connections or reconsidering them. Implications: The benefit of the Teaching Triangle was enhancing interdisciplinary relationships, understanding professional teaching relationships, and learning from each other without boundaries.Conclusions: Three aspects of the interdisciplinary reflective practice that emerged were adopting philosophy and purpose-driven goals; facilitating teaching pedagogy and technology; and creating culturally safe and effective student learning environments.
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24

Beck, Clive, Doug Hart, and Clare Kosnik. "The Teaching Standards Movement and Current Teaching Practices." Canadian Journal of Education / Revue canadienne de l'éducation 27, no. 2/3 (2002): 175. http://dx.doi.org/10.2307/1602219.

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D’Souza, Melba Sheila, Bala Raju Nikku, and Cael Field. "Interdisciplinary teaching practices: Reflections from a teaching triangle." Journal of Nursing Education and Practice 11, no. 5 (January 11, 2021): 10. http://dx.doi.org/10.5430/jnep.v11n5p10.

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Background and aim: There is an increased understanding of and appreciation for teachers' work from other disciplines, primarily for formulating individual plans and enhancing one's teaching based on observations and shared reflections. This article reviews how reflective practice, which is self-initiated and focused, informs the understanding and improvement of teaching practices, demonstrates interaction with students, and guides teaching experiences. This article aims to explore reflective practices that were meaningful for engaging in in-class instructional teaching practices.Methods: A self-study methodology was used to examine the complicated relationship between teaching and learning and knowledge in action of teacher education pedagogy.Results and discussion: As teacher, we understand the importance of problem-solving, establishing connections between relationships, and motivating students to think about missing connections or reconsidering them. Implications: The benefit of the Teaching Triangle was enhancing interdisciplinary relationships, understanding professional teaching relationships, and learning from each other without boundaries.Conclusions: Three aspects of the interdisciplinary reflective practice that emerged were adopting philosophy and purpose-driven goals; facilitating teaching pedagogy and technology; and creating culturally safe and effective student learning environments.
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26

Kempen, Paul Martin, and HANS TREIBER. "TEACHING HYGIENIC PRACTICES OR PRACTICING HYGIENE AS TEACHING?" Anesthesia & Analgesia 70, Supplement (February 1990): S199. http://dx.doi.org/10.1213/00000539-199002001-00199.

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27

Breitkreutz, Judy, Tracey M. Derwing, and Marian J. Rossiter. "Pronunciation Teaching Practices in Canada." TESL Canada Journal 19, no. 1 (October 30, 2001): 51. http://dx.doi.org/10.18806/tesl.v19i1.919.

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We surveyed 67 ESL programs in Canada to determine to what extent pronunciation is taught and which resources are most often used. The survey also requested demographic information about the respondents and their ESL programs, classes and students, methods of teaching, and participants' attitudes. The respondents from approximately half the programs offer stand-alone pronunciation courses, and the balance reported that they integrate pronunciation teaching in their general ESL classes. The majority of respondents said that it was important to teach pronunciation at all levels, although few teachers have special training in this area. Resources preferred by the participants are discussed with regard to their emphases on segmental and suprasegmental aspects of pronunciation.
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28

Cullen, Amanda L. "Recalibrating Beliefs and Teaching Practices." Mathematics Teacher: Learning and Teaching PK-12 115, no. 8 (August 2022): 534–35. http://dx.doi.org/10.5951/mtlt.2022.0123.

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29

Lee, Young Wha. "Teaching Practices in Multilevel Classrooms." NEW STUDIES OF ENGLISH LANGUAGE & LITERATURE 81 (February 28, 2022): 321–40. http://dx.doi.org/10.21087/nsell.2022.02.81.321.

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30

Conderman, Greg, Joe Morin, and J. Todd Stephens. "Special Education Student Teaching Practices." Preventing School Failure: Alternative Education for Children and Youth 49, no. 3 (April 2005): 5–10. http://dx.doi.org/10.3200/psfl.49.3.5-10.

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31

Jahnke, Isa. "Teaching Practices in iPad-Classrooms." International Journal of Mobile and Blended Learning 5, no. 3 (July 2013): 1–16. http://dx.doi.org/10.4018/jmbl.2013070101.

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Creativity is socially constructed and is not an objective fact at all. How do teachers perceive students’ creativity and how can they foster students’ creative learning? From two case studies, one in higher education and a second on iPad-classrooms in schools, the paper reflects on didactical concepts for creativity using mobile devices. Interviews, classroom observations and qualitative data were analyzed. The results reveal that the most creativity has been observed when the teacher designed such activities for mobile learning where no correct solution is available. When there is a shift from traditionally separating ICT and education to new co-located settings where mobile devices and education merged into new learning expeditions, then there is a need to rethink traditional Didactics towards Digital Didactical Designs bridging ‘learning what is known’ (curriculum-driven learning) and ‘learning when the answer is not known’.
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Bodenheimer, Thomas, Margae Knox, and Sara Syer. "Interprofessional Care in Teaching Practices." Academic Medicine 93, no. 10 (October 2018): 1445–47. http://dx.doi.org/10.1097/acm.0000000000002330.

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33

Sewell, Jeanne. "Best Practices in Teaching Design." CIN: Computers, Informatics, Nursing 24, no. 3 (May 2006): 124–29. http://dx.doi.org/10.1097/00024665-200605000-00005.

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34

Singh, Parlo, Jeanne Allen, and Leonie Rowan. "Quality teaching: standards, professionalism, practices." Asia-Pacific Journal of Teacher Education 47, no. 1 (January 2019): 1–4. http://dx.doi.org/10.1080/1359866x.2019.1557925.

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Algan, Yann, Pierre Cahuc, and Andrei Shleifer. "Teaching Practices and Social Capital." American Economic Journal: Applied Economics 5, no. 3 (July 1, 2013): 189–210. http://dx.doi.org/10.1257/app.5.3.189.

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In cross-country data, teaching practices (such as copying from the board versus working on projects together) are related to various dimensions of social capital. In micro-data from three datasets, teaching practices are also strongly correlated with student beliefs about cooperation across schools within countries. To address omitted variable and reverse causality concerns, we show that, within schools, teaching practices also have an independent and sizeable effect on student beliefs. The evidence supports the idea that progressive education promotes the formation of social capital. (JEL D83, I21, Z13)
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Bassi, Marina, Costas Meghir, and Ana Reynoso. "Education Quality and Teaching Practices." Economic Journal 130, no. 631 (May 30, 2020): 1937–65. http://dx.doi.org/10.1093/ej/ueaa022.

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Abstract Improving school quality with limited resources is a key issue of policy. This article uses a randomised controlled trial (RCT) to estimate the effectiveness of guided instruction methods as implemented in under-performing schools in Chile. The intervention improved performance substantially, and equally for boys and girls. However, the effect is mainly accounted for by children from relatively higher-income backgrounds. Basing our study on the Classroom Assessment Scoring System (CLASS) instrument, we document that the quality of teacher–student interactions is positively correlated with the performance of low-income students; however, the intervention did not affect these interactions. Guided instruction improves outcomes, but the challenge to reach the most deprived children remains.
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Dolan, E. "Best practices for digital teaching." Science 348, no. 6242 (June 25, 2015): 1436. http://dx.doi.org/10.1126/science.aab3320.

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38

Wilkerson, L., and D. M. Irby. "Strategies for improving teaching practices." Academic Medicine 73, no. 4 (April 1998): 387–96. http://dx.doi.org/10.1097/00001888-199804000-00011.

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39

Bietenbeck, Jan. "Teaching practices and cognitive skills." Labour Economics 30 (October 2014): 143–53. http://dx.doi.org/10.1016/j.labeco.2014.03.002.

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Fahrman, Birgit, Per Norström, Lena Gumaelius, and Inga-Britt Skogh. "Experienced technology teachers’ teaching practices." International Journal of Technology and Design Education 30, no. 1 (January 24, 2019): 163–86. http://dx.doi.org/10.1007/s10798-019-09494-9.

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41

Thoonen, Erik E. J., Peter J. C. Sleegers, Frans J. Oort, Thea T. D. Peetsma, and Femke P. Geijsel. "How to Improve Teaching Practices." Educational Administration Quarterly 47, no. 3 (February 28, 2011): 496–536. http://dx.doi.org/10.1177/0013161x11400185.

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42

Lavender, Larry. "Dialogical Practices in Teaching Choreography." Dance Chronicle 32, no. 3 (November 2, 2009): 377–411. http://dx.doi.org/10.1080/01472520903276735.

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43

Wright, W. Alan, and M. Carol O'Neil. "Teaching Improvement Practices: New Perspectives." To Improve the Academy 13, no. 1 (June 1994): 5–37. http://dx.doi.org/10.1002/j.2334-4822.1994.tb00254.x.

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44

Rybska, Eliza, Renata Dudziak, and Pascal Pollmeier. "Evidence-based practices in teaching." Problemy Wczesnej Edukacji 56, no. 1 (June 30, 2023): 89–108. http://dx.doi.org/10.26881/pwe.2023.56.06.

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This article presents the results of the implementation of the Erasmus Plus project (KA203 financed by the European Union, contract number 2019-1-NL01-KA203-060339) Research in Teacher Education (RiTE). The aim of the project was to promote and facilitate pre-service teachers to create and undertake evidence-based practices in teaching science, technology, engineering, and mathematics (STEM). In the RiTE project, pre-service teachers were encouraged to use evidence from educational and scientific research and to experiment and introduce didactic innovations in teaching and learning processes. Although it has its justification in the tradition of thinking about science, evidence-based practice is not yet consciously applied in school practice. In the article, we present both the theoretical framework for such practices, and the results of qualitative research – an analysis of interviews conducted with students, future teachers, and novice teachers involved in the project. The presented results show changes in the context of an understanding of evidence and what evidence-based practices are in the teaching process and the vision of such teaching presented by the respondents.
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Djamal, Bekhtaoui, Mokrani Djamel, and Benzidane Houcine. "ANALYSIS MODELS OF TEACHING PRACTICES." Sport Scientific And Practical Aspects: International Scientific Journal of Kinesiology 20, no. 2 (December 2023): 45–51. http://dx.doi.org/10.51558/1840-4561.2023.20.2.45.

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Abstract The paper aims to demonstrate models of analysis of teaching practices in the classroom. It first explains the types of analysis of teaching practices and the challenges to their use. Then, it provides a detailed examination and commentary on each model,The paper comes to the conclusion that the Clazer model is a simplified representation of the teaching practice, as it reflects the characteristics of the model, which are reduction and concentration. Besides, it highlights the necessary components of the model, and connects them through a mediator, which is the feedback. Keywords : Analysis models, analysis of teaching practices
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46

Noor, Shaista, Filzah Md Isa, and Faizan Farid Mazhar. "Online Teaching Practices During the COVID-19 Pandemic." Educational Process: International Journal 9, no. 3 (October 15, 2020): 169–84. http://dx.doi.org/10.22521/edupij.2020.93.4.

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The COVID-19 pandemic has had a remarkable economic impact worldwide, including in Pakistan, and was soon declared an international public health issue. The education sector in Pakistan, specifically school (K-12) education, has seen a staggering impact due to obstacles in delivering alternative forms of education during the pandemic. Educational institutions in Pakistan closed on March 13, 2020, and then, on April 13, 2020, the Ministry of Education, in collaboration with the Information and Broadcasting Ministry, announced the launch of a “tele-schooling” initiative. Teaching staff, who are arguably the most vital resource in any schooling system, faced considerable physical, mental, and financial challenges due to an overnight shift to an online mode of teaching, with issues concerning inadequate digital pedagogical knowledge and infrastructure limitations relating mostly to power connectivity. The current study investigated the perception of Pakistani school teachers regarding their online teaching practices during the COVID-19 pandemic. In the study, a qualitative research strategy was adopted, with semi-structured interviews conducted via Skype with 10 school teachers from Pakistan’s renowned Army Public School and College System (APSACS) schools located in the Rawalpindi and Islamabad regions of the country. Saldana’s (2016) structured inductive data analysis method was used in analyzing the collected data. The study’s results highlighted the issues and challenges confronted by school teachers in delivering online lessons via Google Classroom, Zoom, and Microsoft Teams such as high-cost Internet packages, uncooperative learners, low attendance of learners, teachers’ technology confidence, limited availability of educational resources, lack of ICT knowledge, and poor network infrastructure. However, the creativity, dedication, and community spirit which the school teachers demonstrated in working with very limited facilities were exemplary. Hence, based on the study’s findings, changes were proposed as a way forward. It is hoped that the study’s findings will help policymakers and the Ministry of Education in Pakistan to focus more on human capital development, interpersonal development, communication and technology management training, and support programs, especially for school teachers as the foundation of the next and future generations.
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Véliz Salazar, Miriam Iliana, and Victoria Eugenia Gutiérrez Marfileño. "Teaching models on good teaching practices in virtual classrooms." Apertura 13, no. 1 (March 26, 2021): 150–65. http://dx.doi.org/10.32870/ap.v13n1.1987.

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The study of good educational practices in virtual classrooms is focused on knowing the characteristics of pedagogical experiences that have been successful for the achievement of learning. However, in the studies published to date, a coincident approach that integrates the characteristics that distinguish good practices and the traits that are relevant to assess pedagogical interventions in virtual classrooms is not identified. Faced with this situation, this paper presents a comparative analysis of teaching models on good educational practices in virtual education, to identify the characteristics of effective practice. A bibliographic review consisting of 11 proposals and 25 evaluation features is synthesized; in which it was found that continuous feedback, interactivity, knowing the student’s needs, multisensory teaching materials and promoting active learning are some of the most successful practices. Based on these results, it is concluded that the characterization of good educational practices in virtual classrooms is more focused on pedagogical strategies than on the technological supports of virtual education, therefore, the interest of teachers considered effective in their practice, is inclined towards their didactic and academic specialization.
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48

Rakes, Christopher R., Michele L. Stites, Robert N. Ronau, Sarah B. Bush, Molly H. Fisher, Farshid Safi, Siddhi Desai, et al. "Teaching Mathematics with Technology: TPACK and Effective Teaching Practices." Education Sciences 12, no. 2 (February 18, 2022): 133. http://dx.doi.org/10.3390/educsci12020133.

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This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, and university faculty formed a Networked Improvement Community (NIC) to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP2) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs. MCOP2 results indicated that TCs increased their use of effective mathematics teaching practices. However, growth in TPACK was not significant. A relationship between TPACK and MCOP2 was not evident, indicating a potential need for explicit focus on using technology for mathematics conceptual understanding.
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49

Dorow, Laura, Lois Fisch, Joanna K. Uhry, and Nancy Ellsworth. "Knowledge, Values, and Teaching Practices Needed for Inclusive Teaching." Educational Forum 62, no. 3 (September 30, 1998): 226–33. http://dx.doi.org/10.1080/00131729808984348.

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50

Awaji, Bakri M., Rasha Hashim Abdel-Hamid, Ibrahim Alhussain Khalil, and Rully Charitas Indra Prahmana. "Mathematics teachers’ practices in light of the effective teaching practices." Infinity Journal 14, no. 1 (August 6, 2024): 1–20. http://dx.doi.org/10.22460/infinity.v14i1.p1-20.

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Recognising the pivotal role of effective teaching practices in enhancing student learning outcomes, the National Council of Teachers of Mathematics (NCTM) has outlined a comprehensive framework of key strategies. However, empirical research on these practices remains limited. Therefore, this study aimed to investigate the extent to which mathematics teachers apply NCTM-identified effective teaching practices and examine potential differences attributable to teachers' gender and teaching experience. Adopting a quantitative approach and employing a descriptive survey, the study systematically assessed eight designated practices using a validated observation checklist in the Jazan Education Administration, observing 38 mathematics teachers during routine classes. The results indicated a moderate level of implementation overall, with ten practices demonstrating high application. Statistical analyses found no significant differences in practice implementation based on gender or teaching experience at the .05 level. The limitations included the study's relatively small sample size, potentially limiting generalisability, and the observational nature of the checklist, which may not fully capture nuanced teaching dynamics. Future research could focus on developing training initiatives to enhance educators' application of NCTM-recommended practices and undertake qualitative inquiries to understand barriers to integration and teachers' attitudes towards these practices. Finally, this study contributes to the discourse on effective mathematics teaching by providing empirical insights into current practices and highlighting avenues for further investigation and professional development in educational settings.
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