The growing incidence of withdrawal of Muslim girls from physical education prompted this study into tensions between religious freedom and educational practices. It was located in a city in the West Midlands of England. Data on experiences, issues, concerns and solutions related to participation of Muslim girls in physical education were collected by a team of eight researchers including Islamic studies and physical education subject specialists, city advisors and teachers. Methods used were: eight in-depth case studies across primary, secondary and Muslim state schools including interviews with 19 head teachers and teachers (two were Muslim), focus-group interviews with 109 pupils and 32 parents. In addition, four focus-group interviews were held with 36 young people in community/supplementary schools for Muslim communities. All city schools (402) and 12 community providers received questionnaires, 50 were returned. Consultations were held with key national associations including the Muslim Council of Britain and the National Subject Association for Physical Education. Empirical analysis is reported elsewhere. During the experience of conducting the study four problem areas emerged that required attention to effectively address tensions between religious freedom and educational practices in physical education: bridging the gap between research and educational practice; the concept of embodied faith; the significance of context*physical education and religion in England; and finally widening researchers' frames of reference to include intersectionality and interdisciplinary approaches. The discussion exposes the complexity of pursuing social justice in a democratic society that embraces people of multiple ethnicities and religions. The paper concludes by exploring ways in which theoretical constructs increase understanding and can influence policy and practice.

... References. JOURNAL OF RESEARCH IN PERSONALITY 7, 197207 (1973) Necessary versus Sufficient Causal Schemata for Success and Failure' ANNA KUN AND ... That is, if one succeeds, then high ability, high effort expenditure, an easy task, or good luck are believed to be ...

In this study, measures of irrational beliefs based on the principles of Rational Emotive Behavior Therapy (REBT) were reviewed and contrasted based on psychometric characteristics and quality of guidelines for interpretation. The use of measures of irrational beliefs is an important component of the assessment of presenting problems in psychotherapy and may inform clinical decision making. Additionally, these measures are a helpful way to identify change in irrational beliefs and to measure the effectiveness of specific interventions to facilitate such change. While there are a number of measures of beliefs, there is considerable variability in their psychometric properties and utility for assessment. The majority of the tests are not produced by a publishing company, nor do they provide test manuals. The reliability and validity evidence presented in the publications varies considerably as do the size and quality of standardization samples, which impacts upon the ability to draw normative conclusions. Analyses demonstrated that most measures of irrational beliefs do not provide the evidence needed to adequately address the Standards for Educational and Psychological Testing (Standards; American Educational Research Association [AERA], American Psychological Association [APA], National Council on Measurement in Education [NCME] 1999). Discussion of the implications of this review for the development of future measures of irrational thinking by researchers as well as recommendations in the test selection process for an REBT practitioner is offered.

In an era of increasing accountability demands for teachers and students professional development will be the key to success in school reform initiatives as administrators struggle with improving the current teaching force. Research has shown that teacher efficacy is an important variable in teacher effectiveness that is consistently related to teacher behaviors and student outcomes. Furthermore, it has been shown that schools with high performance professional development integrate key dimensions that support and reinforce skill development and efficacy beliefs. It is the contention of this paper that the framework of professional development for teachers should include self-efficacy as a theoretically sound focus of training designs aimed at improving teacher competence and by extension improving student outcomes.

Alevi inanç sisteminde dem, dolu gibi isimlerle adlandırılan ve Alevi cemlerinde önemli bir yere olan içki kültü üzerine oluşturulan ritüeller ve inanç pratikleri mevcuttur. Alevi inanç sistemindeki içki kültüne bazı yayınlarda değinilmiştir. Fakat bu yayınlar doğrudan konuya odaklanmadıkları için geneli ortaya koymaktan uzak bir tablo çizmektedir. Mevcut yayınların temel eksikliklerinden biri de görsel unsurlarla desteklenememiş olmasıdır. Bu çalışmada Anadolu ve Balkan coğrafyasında yerleşik Alevi topluluklarında yaşamaya devam eden dem merkezli ritüellerden tespit edilenler farklılıkları ile birlikte analiz edilerek sunulacaktır. Dem kültü merkezli icra edilen ritüellerden biri olan “Dem Geldi Semahları” makalede farklı yörelerden örneklerle görsel unsurlarla desteklenerek analiz edilecektir. Dem Geldi Semahları farklı yerleşim birimlerinde cem ritüeli içerisinde dem hizmeti ile birlikte icra edilen semah ritüellerinden birisidir. Çalışmada Türkiye’nin muhtelif yerleşim birimlerinde yaptığımız alan araştırmalarında kayıt altına aldığımız Dem Geldi Semahları, semahların icra şekilleri, ritüel içerisindeki yeri, icra edilen eserler ve notaları ile mukayeseli bir şekilde verilecektir. Analizlerde, sadece semah merkezli bir bakış açısı ile odaklanılmadan inanç zümresinin içki kültüne bakışı da gerekli yerlerde içki ile ilgili diğer inanç pratiklerine atıflar yapılarak ortaya konulmaya çalışılacaktır.

In the Alevi belief system, there are rituals and belief activities known as dem or dolu formed around the cult of drink which has an important place in the Alevi cems. Some publications have mentioned this cult within the Alevi belief system. However, those publications are far from revealing the overall of this subject because they aren’t focusing directly on the subject. Also, one of the basic lacks of available publications is that they don’t include visual elements. In this paper, determinations from dem based rituals that are continuing to live in the Alevi communities in Anatolia and Balkans, together with differences between them will be analyzed and presented. It will be made an analysis of “Dem Geldi Semahs”, one of the rituals that are dem based practiced, supported with examples from different regions and visual elements. “Dem Geldi Semahs” is one of semah rituals which are performed together with dem service within cem ritual on different locations. In the study, “Dem Geldi Semahs” which we recorded during our fieldwork on the various locations in Turkey, and the forms of semahs performance, its place in the ritual, musical works with notes will be presented comparatively. In the analyses, without just focusing on the semah basic aspect, it will be also presented the view of the belief community on the cult of drink by referring, when it is necessary, to other belief activities related to drink.

The present study explores the differences in students’ epistemological beliefs by gender and socio-economic status (SES). The Epistemological Beliefs Questionnaire (Conley, Pintrich, Vekiri, & Harrison, 2004) was adapted and administered to 1230 seventh grade students. The multivariate analysis of variance (MANOVA) revealed differences in epistemological beliefs among students by gender and SES. While girls had more sophisticated beliefs in justification of knowledge than boys, girls and boys appeared to be similar in their beliefs in the Source/Certainty and Development dimensions. According to the results, students having medium and high SES had more sophisticated beliefs on the Source/Certainty dimensions when compared with low SES group.

As teacher quality becomes a central issue in discussions of children's literacy, both researchers and policy makers alike express increasing concern with how teachers structure and allocate their lesson time for literacy-related activities as well as with what they know about reading development, processes, and pedagogy. The authors examined the beliefs, literacy knowledge, and proposed instructional practices of 121 first-grade teachers. Through teacher self-reports concerning the amount of instructional time they would prefer ...

Cite: Gabillon, Z. (2007). L2 Learners' and L2 Teachers' Stated L2 Beliefs (Doctoral dissertation, Université Nancy 2). This study was an exploratory study, which was designed to explore a group of university students’ statements of their L2 beliefs. In this study the learners were the students who were studying at a two-year technical university program to become technicians. The study took place at the IUT (Institut Universitaire de Technologie) de Mont de Marsan (Université de Pau et des Pays de l’Adour). The researcher also attempted to explore the teachers’ stated L2 beliefs to detect discordances between the teachers’ and the learners’ stated L2 beliefs. In order to be able to investigate the belief phenomenon from different perspectives this research study used diverse methodological approaches and theories. The researcher used both online questionnaires (teacher and learner) and individual interviews (teacher and learner) to triangulate the data obtained. One of the ...

Product manuals have been virtually ignored in published research despite their relevance to consumer satisfaction and marketplace safety. This study examines self-efficacy (perceptions of capabilities related to operating a product) and how it influences the effectiveness of and is also influenced by three safety message formats commonly used in product manuals (i.e., 1. safety messages presented in list format at

The aim of this study was to assess Australian girls' beliefs and feelings about menarche and menstruation using both quantitative and qualitative methodologies. Eighty-seven Grade 6 girls were interviewed and completed questionnaires, including both self-report and projective measures, relating to pubertal status, attitudes to and knowledge about menstruation. Results showed knowledge to be limited, with evidence of incorrect and negative myths about menstruation. Attitudes to menstruation were characterized by embarrassment, discomfort, and ambivalence about growing up. Themes in story completion tasks further reflected these attitudes, along with shame and anxiety, linked periods with incapacity or illness, and expressed the norm of periods as events which require the use of deception and denial as coping strategies. Mature problem-solving approaches to the hypothetical situations in the stories were rare. Factor analysis of the attitudinal and knowledge data revealed four factors — Comfort through Knowledge; Negative Feelings: Discomfort through Knowledge; and Independence — which were discussed in terms of the ambivalent social construction placed on menstruation.

In this article, we describe the results of a study of chemistry high school teachers ’ beliefs (N = 7) of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs about professional development. Teachers ’ beliefs influence the implementation of a curriculum. We view the use of a new curriculum as a learning process, which should start at teachers ’ prior knowledge and beliefs. The results reveal that it is possible to develop a new curriculum in which teachers ’ beliefs are taken as a starting point. Promising approaches to prepare teachers for a new curriculum is to let them (co)develop and use curriculum materials: It creates ownership, and strengthens and develops teachers ’ pedagogical content knowledge (PCK).

Many articles and books have been written advocating for the use of literacy coaches in professional development and/or describing what literacy coaches should do (for a comprehensive list, see Literacy Coaching Clearinghouse website: www. literacycoachingonline.org). Some research has been conducted on the day-to-day practices of coaches, such as, how many hours they spend doing what (Alverman, Commeyras, Cramer, & Harnish, 2005; Deussen, Coskie, Robinson, & Autio, 2007; Lapp, Fisher, Flood, & Frey, 2003; Poglinco et al., 2003; Rainville & Jones, 2008; Roller, 2006). In this cacophony of pro-coach voices, teachers—the group of people most directly impacted by coaches—have not been heard. In order to find out what teachers thought about coaches, we analyzed interviews which had been conducted with 35 teachers who had worked with a coach for three years. We specifically sought to understand (1) the actions coaches carry out that teachers consider helpful and (2) what specific coach-i...

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The reason for studying the characteristics of a healthy family is to encourage and strengthen the family and to move toward an enriched family life by using the characteristics as bench marks. Six characteristics are discussed as the essence of a healthy family: (1) commitment; (2) togetherness; (3) appreciation; (4) good communication; (5) spiritual well-being; and (6) coping with crisis and stress. The commitment section focuses on the survival of the family through the different roles in the family coordinating, working together, and being supportive of each other. The togetherness section presents the importance of families arranging family time together. The appreciation section examines the need of individuals to be appreciated and admired by others. The next section describes how good communication creates a sense of belonging, reduces frustration, and enhances marital relations. The spiritual well-being section indicates that healthy families stress spirituality and work toward a common mission. The final section on coping with crisis and stress delineates 10 common coping strategies utilized by healthy families and suggests the ;mportance of a family's willingness to change and make changes. Contains 18 references. (CK)

In this qualitative study, researchers examined how college seniors experienced and resolved spiritual struggles in college. Results indicated that academic activities provided opportunities to question, learn, and grow spiritually. Although a variety of external factors influenced students' explorations of their spirituality, participants looked inward to resolve their struggles in deeply personal ways. Spiritual struggle was often manifested as a reexamination of students' pre-college values, an ongoing process for many students. ...

Review of Educational Research Summer 1993, Vol. 63, No. 2, pp. 167-199 ... Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change ... Paul R. Pintrich, Ronald W. Marx, and Robert A. Boyle ...

Objectives To examine dietitians' views of overweight and obese people, to explore the role of level of severity on these perceptions (overweight vs. obesity), and to explore the relationship between dietitians' views and their reported weight management practices.

In this paper, we present the results of a study conducted in the province of Castellón (Spain). It arises from the idea that for moving towards an inclusive education models is necessary, first of all, that educators and families understand the meaning of inclusion and, secondly, to know the benefits generated by inclusive education. We analyze the conceptions and beliefs that families of our context have over inclusive education model. This is a quantitative cross sectional study in which over-scale questionnaire, 33 parents expressed their views over this topic. It also aims to see whether there are differences in beliefs of families who have children with disabilities and families without it. After obtaining the results, they are analyzed and discussed at the end of work.

There was an air of excitement and a fl urry of activity throughout the room as desks and chairs were pushed and pulled. The fourth graders in Mrs. Lynn's 1 English language arts class prepared to meet for literature circle discussion. These small student-led groups were organized in sharp contrast to the whole-class teacher-led reading instruction that had just ended.

Many studies have shown that media violence has an effect on children's subsequent aggression. This study expands upon previous research in three directions: (1) by examining several subtypes of aggression (verbal, relational, and physical); (2) by measuring media violence exposure across three types of media (television, movies/videos, and video games); and (3) by measuring media violence exposure and aggressive/prosocial behaviors at two points in time during the school year. Two hundred thirty-six thirdthrough fifth-grade children were surveyed. Findings indicated that children who consumed more media violence early in the school year were found to be more verbally aggressive, relationally aggressive, and physically aggressive later in the school year (by self-report, peer nomination, and teacher nomination; controlling for sex). Children who consumed more media violence early in the school year were also more likely to have a hostile attribution bias later in the school year...

Emergence of a pantheon -- cognitive or otherwise
Pantheons as patterns of cognitive N-foldness
Pantheon dynamics in a globalized semi-secular civilization?
Mathematical theology enabling the quest for a meta-pattern?
Complex equations forming "pantheons" of mathematical experience?
Prime number and curvature implications for global governance?
Polyhedra suggestive of arrays of requisite variety of pantheons in 3D
Configuring the 64 subjects of mathematics as a 64-edged drilled truncated cube
Exploring potential dynamics within a pantheon?
Engendering and navigating pantheons -- "angelic" and "demonic"?
Pantheon as a psychosocial "O-ring" -- speculatively understood?

School reform issues addressing inclusive education were investigated in this nationwide (United States) study. A total of 714 randomly selected middle school principals and teachers responded to concerns about inclusion, "degree of change needed in" and "importance of" collaborative strategies of teaching, perceived barriers to inclusion, and supportive activities and concepts for inclusive education. There was disagreement among teachers and principals regarding some aspects of inclusive education and collaborative strategies. For example, principals and special education teachers were more positive about inclusive education than regular education teachers. Collaboration as an instructional strategy for "included" students was viewed as a high priority item. Responders who had taken two or more courses in school law rated the identified barriers to inclusive education higher than those with less formal training in the subject.

Abstract: This study sought to determine the relationship between four independent variables educational level, longevity, gender, type of enterprise, and the dependent variable respondents' perception of culture toward organizational learning readiness. An exploratory correlational research design was employed to survey 498 employees in seven small business enterprises in the southern and Midwestern United States. The results indicated a large portion of the variance in the dependent variable was explained by the ...

introduces her monograph Witchcraft and Colonial Rule in Kenya by discussing the 'Wabenda trials' in Elspeth Huxley's novel Murder at Government House. Set in an imaginary East African colony, the story centered on a woman killed for alleged witchcraft practices. The novel mirrored the nonfictional events of the Wakamba trials, sparking a dialogue on what constituted law, order and justice in a colonial state. These serve as the central themes of Luongo's text. Tensions between Kenyans and colonial authority vis-à-vis witchcraft created room for negotiating the precincts of colonial rule.

This case study presents findings from a year-long ethnographic study of the female principal of a secondary school in an innercity setting. It concludes one of seven studies conducted in elementary and intermediate schools in urban, suburban, and rural settings to investigate the instructional management role of principals. D-ta collection involved principal observation and interviews with students, teachers, and principals. The school was characterized by a predominantly black student population, student 4.

This study examined the correspondence between parents' and children's orientations toward the use of physical punishment. A series of vignettes concerning child misbehavior was shown to children and their parents. Subjects were asked to assess the likelihood of their responding to the situation shown by spanking the child in the vignette. Attitudes toward spanking, and the frequency of spanking in the parent-child relationship, were assessed. Few sex differences were found. For 5-year-olds, there was a correlation between parents' spanking beliefs and children's reports of being spanked, but no correlation between parents' spanking beliefs and children's responses to the vignettes. For eight-year-olds, there was a decreased correlation between parents' beliefs and children's reports of being spanked. For college students, there were few correlations between parents' beliefs and children's reports of being spanked, but higher correlations between students' responses to the vignette and students' perceptions of their parents' intentions and attitudes. Students' perceptions of parental attitudes about physical punishment were found to predict students' own attitudes. The data appears to mean that children's perceptions of their parents' beliefs about punishment are more significant than actual parental practices. A list of five references is provided. (BC)

This study characterized students' views of science as falling into three groups: static, mixed, and dynamic. Those who view science as static assert that science consists of a group of facts that are best memorized. Those who view science as dynamic believe that scientific ideas develop and change and that the best way to learn these ideas is to understand what they mean and how they are related. Students with mixed beliefs hold some static and some dynamic views. This study also examined the relationship between views of science and acquisition of integrated understanding of thermodynamics. We found that students with dynamic views acquired more integrated understanding than those with static views. Participants were 153 middle school students following the Computer as Lab Partner (CLP) curriculum. Students conducted both simulated and real-time experiments using an electronic notebook during the 12 weeks of instruction. Interventions encouraging students to integrate their experiences resulted in 89% of students successfully predicting the outcome of an everyday situation and 77% of students being able to succcessfully explain their prediction. We investigated how students preferred to integrate their experiences and found that some students preferred a concrete prototypic locus for integration while others preferred a more abstract principled locus of integration.

Objective: to present some intervening factors in drinking behavior, risky consumption and alcohol-dependence
found in a population group of Medellin city in Colombia.
Methods: cross-sectional multi-method study of 538 university students. Several expert-validated instruments
were applied and through Rash's method, such as a test to identify alcohol consumption-related disorders, an
alcohol expectancy questionnaire, expectancies, a questionnaire of beliefs on alcohol consumption and a
questionnaire on rites, social and family traditions. Data were collected from March to June 2010. For the
correlation analysis among the qualitative variables, Chi-square test of independence, Fisher's exact test and Z
test were used to compare proportions. The value used was p £ 0.05.

One purpose of this work was to study the relationship of goal orientations and the perceived motivational climate created by the coach in relation to 219 competitive Spanish tennis players': a) perceived improvement in different facets of the game, b) satisfaction with their competitive results, overall level of play, and coach, and c) ratings of their coach. The second purpose was to examine whether the dependent variables were best predicted by the perceived situationally emphasized goal structure created by the coach and/or the athletes' dispositional goal perspective. Intermediate (N=70), advanced (N=124), and professional (N=25) level players completed Spanish versions of the TEOSQ and the PMCSQ-2 and items assessing perceived improvement specific to tennis, satisfaction and coach ratings. The results were consistent with the tenets of goal perspective theory and provide further support for the promotion of a task involving atmosphere in sport.

This study examines cultural patterning in situational variability in mother-infant interactions among middleclass Anglo and Puerto Rican mothers and their 12 to 15-month-old firstborn children. Forty mothers were interviewed regarding their long-term socialization goals and childrearing strategies, and videotaped interacting with their infants in four everyday settings: feeding, social play, teaching, and free play. Results suggest that:

This study examined the impact of Child Development Associate (CDA) training on the beliefs and practices of early childhood teachers who did not have college degrees or early childhood college coursework. Preschool teachers who were enrolled in CDA classes (n = 76) and a comparison group of teachers (n = 50) completed two surveys of beliefs and practices. Repeated measures Multivariate Analyses of Variance indicated that the CDA training teachers decreased the amount they endorsed beliefs and practices that contrast with Developmentally Appropriate Practice over time more than the comparison teachers. Results suggest that CDA training can be an effective means of increasing the developmentally appropriateness of beliefs and self-reported practices of early childhood teachers, which past research suggests will ultimately impact classroom quality.

There is growing concern of medication misuse and noncompliance among patients with chronic pain prescribed opioids for pain. The aim of this survey was to obtain information from primary care providers (PCPs) about their perception of prescribing opioids for patients with chronic pain. PCPs were invited to complete a packet of questionnaires about attitudes and concerns about opioids for chronic pain. These questionnaires included 1) General Health Questionnaire, 2) Test of Opioid Knowledge (TOK), 3) Opioid Therapy Provider Survey, and 4) Concerns About Analgesic Prescription Questionnaire. Fifty-six (N = 56) PCPs from eight centers participated in this study. In general, the PCPs showed adequate opioid knowledge on the KOT and their general health was unrelated to prescription attitudes. Most expressed concern about medication misuse (89 percent) and felt that managing patients with chronic pain was stressful (84 percent). Most were worried about addiction (82 percent) and less th...

Método: 419 adultos de ambos sexos, estudiantes universitarios, de la población general, pacientes psiquiátricos o víctimas de violencia doméstica completaron el SBI; 319 respondieron también medidas de afectividad, bienestar, afrontamiento, depresión, desesperanza y culpa. Una sub muestra de 52 sujetos contestó nuevamente el SBI a los quince días de la primera aplicación. Resultados: Los coeficientes alpha de Cronbach del SBI fueron: total = .91; anticipación = .84; al momento = .75 y reminiscencia = .89. Las correlaciones entra la primera y segunda aplicación resultaron estadísticamente significativas y oscilaron entre .59 -.77 para el total y las subescalas. El SBI correlacionó positiva y significativamente con el afecto positivo, el bienestar general y la adaptación al estrés; e inversamente con el afecto negativo, la depresión, la desesperanza y la culpa. Se encontraron diferencias entre los grupos evaluados para las subescalas de "al momento", "reminiscencia" y el total, con menores puntuaciones para los pacientes psiquiátricos vs. población general (F=9.80; gl=2; p<.001; F=3.26; gl=2; p=.039; F=5.90; gl=2; p=.003, respectivamente). El análisis factorial mostró una estructura similar a la versión original en inglés. Conclusión: La versión en español del SBI es válida y confiable.

The present study investigated relationships between students' conceptions of constructivist learning on the one hand, and their regulation and processing strategies on the other hand. Students in a constructivist, problem-based learning curriculum were questioned about their conceptions of knowledge construction and self-regulated learning, as well as their beliefs regarding their own (in)ability to learn and motivation to learn. Two hypothesized models were tested within 98 psychology students, using a structural equation modelling approach: The first model implemented regulation and processing variables of the Inventory of Learning Styles [ILS, Vermunt (Learning styles and regulation of learning in higher education -towards process-oriented instruction in autonomous thinking, 1992)], the second model of the Motivated Strategies for Learning Questionnaire [MSLQ, Pintrich and de Groot (Journal of Educational Psychology, 82, 33-40, 1990)]. Results showed that structural relations exist between conceptions of constructivist learning and regulation and processing strategies. Furthermore, students who express doubt with regard to their own learning capacities are at risk for adopting an inadequate regulation strategy. A three-tiered structure of conceptual, controlling, and operational level appeared valid for the MSLQ variables, but not entirely for those of the ILS.

The main purpose of this study is to explore preservice science teachers’ mental models of science
teaching. Additionally it is investigated whether there is a significant correlation between
their gender and grade levels in terms of mental models. The sample of this study composed of
300 (111 males and 189 females) pre-service science teachers from Turkey. As a data collection
instrument “Draw a Science Teacher Test-Checklist (DASTT-C)” was used. The test was made up
two sections. In the first section of the DASTT-C, the pre-service science teachers were asked to
“Draw a picture of yourself as a science teacher”. In the second section, they were asked to give
answers to the questions “What is the science teacher doing? and what are the students doing?”
regarding their drawings. The data was the coded according to the rubric and analyzed with SPSS.
The results of study showed that pre-service science teachers’ mental models of science teaching
were in the categories of conceptual teaching (61%), exploratory or inquiry/constructivist teaching
(22%), and explicit/didactic teaching (17%). There was no significant difference between male and
female but there was significant difference between the grade levels in favour of senior levels with
regard to their mental models of science teaching. In the light of the results, some suggestions
were made for further studies.

The background of the study is the theory of basis models of teaching and learning, a comprehensive set of models of learning processes which includes for example learning through experience and problem solving. The combined use of different models of learning processes has not been fully investigated and it is frequently not clear under what circumstances a particular model should be used by teachers. In contrast, the theory under investigation here gives guidelines for choosing a particular model and provides instructional sequences for each model. The aim is to investigate the implementation of the theory applied to physics instruction and to show if possible effects for the students may be attributed to the use of the theory. Therefore, a theory-oriented education program for 18 physics teachers was developed and implemented in the 2005/06 school-year. The main features of the intervention consisted of coaching physics lessons and video analysis according to the theory. The study follows a pre-treatment-post design with nonequivalent control group. Findings of repeated-measures ANOVAs show large effects for teachers' subjective beliefs, large effects for classroom actions and small to medium effects for student outcomes such as perceived instructional quality and student emotions. The teachers/classes that applied the theory especially well according to video analysis showed the larger effects. The results showed that differentiating between different models of learning processes improves physics instruction. Effects can be followed through to student outcomes. The education program effect was clearer for classroom actions and students' outcomes than for teachers' beliefs.

The main purpose of this study was to investigate science, social studies, and classroom teachers' reading and writing practices, and to investigate their beliefs about content area reading and writing. One hundred and forty-three teachers filled out the survey developed to learn their content area reading and writing practices and beliefs. In the second part of the study, semi-structured interviews were conducted with 12 teachers. The study results showed that teachers did not employ specific reading and writing strategies. They used question-asking strategy before, during, and after reading. This study concluded that there is a need for content area reading and writing courses for pre-service and in-service teachers.