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Adeyemo, S. A. (2012). The relationship between effective classroom management and students' academic achievement. European Journal of Educational Studies, 4(3), 367-381. 2. Bhargava, A., & Pathy, M. (2011). Perception of student teachers about teaching competencies. American International Journal of Contemporary Research, 1(1), 77-81. 3. Bourgounje, P., & Tromp, R. (2011). Quality educations: An international study of teaching competencies and Standards. Retrieved from http://download.ei-ie.org/Docs/WebDepot/Quality%20Educators.pdf 4. Campion, M.A., Campion, J.E., & Hudson, J.P., Jr. (1994). Structured interviewing: A note on incremental validity and alternative question types. Journal of Applied Psychology, 79(6), 998-1002. [ DOI:10.1037/0021-9010.79.6.998] 5. Cho, V., & Wayman, J. C. (2014). Districts' efforts for data use and computer data systems: The role of sensemaking in system use and implementation. Teachers College Record, 116(2), 1-45. 6. Cubucku, F. (2010). Student teachers' perceptions of teacher competence and their attributions for success and failure in learning. The Journal of International Social Research, 3(10), 213-217. 7. Cullen, R., Harris, M., & Hill, R. (2012). The learner-centered curriculum: Design and implementation. San Francisco, CA: Jossey-Bass, Wiley. 8. Delors, J. (1996). Learning: the treasure within; report to UNESCO of the International Commission on Education for the Twenty-first Centur, Highlights (pp. 34-41). UNESCO. [ DOI:10.7788/ijbe.1996.24.1.253] 9. Entwistle, N., & Marton, F. (1994). Knowledge objects: Understandings constituted through intensive academic study. British Journal of Educational Psychology, 64(1), 161-187. http://dx.doi.org/10.1111/j.2044-8279.1994.tb01092 [ DOI:10.1111/j.2044-8279.1994.tb01092.x] 10. Evrim, E.A., Gökçe, K., & Enisa, M. (2009). Exploring the relationship between teacher beliefs and styles on classroom management in relation to actual teaching practices: A case study. Procedia-Social and Behavioral Sciences, 1(1), 612-617. [ DOI:10.1016/j.sbspro.2009.01.109] 11. Gee, J. P. (2011). An introduction to discourse analysis: Theory and method. New York: Routledge. [ DOI:10.4324/9780203847886] 12. Giglio, M. (2015). Creative collaboration in teaching. Basingstoke, New York, NY: Palgrave MacMillan. [ DOI:10.1057/9781137545978] 13. Goh, P. S. C. (2011). Improving teacher competence through the new Malaysian teacher standards: Exploring the challenges for teacher educators. Journal of Research, Policy & Practice of Teachers & Teacher Education, 1(1), 88-99. 14. Hamilton-Ekeke, J. (2013). Conceptual framework of teachers' competence in relation to students' academic achievement, Bayelsa State, Nigeria. Internatioanl Journal of Networks and Systems, 2(3), 15-20. 15. Henkin, A. B., Park, S., & Singleton, C., A. (2007). Teacher teams, teamwork and empowerment: Exploring associations and the nexus to change. International Journal of Educational Reform, 16(1), 71-86. [ DOI:10.1177/105678790701600106] 16. Hill, R., & Matthews, P. (2010). Schools leading schools II: The growing impact of national leaders of education. Nottingham: National College for School Leadership. Available at: http://hdl.hdnalde.net/2077/21905 17. Jagersma, J. & Parsons, J. (2011) Empowering students as active participants in curriculum design and implementation. New Zealand Journal of Teachers' Work, 8)2(, 114- 121. 18. Jensen, B., & Reichl, J. (2011). Better teacher appraisal and feedback: Improving performance. Melbourne, Vic.: Grattan Institute. 19. Köksal, N. (2013). Competencies in teacher education: Preservice teachers' perceptions about competencies and their attitudes. Educational Research and Reviews, 8(6), 270-276. 20. Ku, K.Y.L., & Ho, I. T. (2010). Dispositional factors predicting Chinese students' critical thinking performance. Personality and Individual Differences, 48(1), 54-58. [ DOI:10.1016/j.paid.2009.08.015] 21. Larsson, J. (2010). Discerning competence within a teaching profession. VT09-2611-02 Master, European Master in Early Childhood Education and Care Level: Advanced level. 22. Mackatiani, C., Imbovah, M., Imbova, N., & Gakungai, D. K. (2016). Development of education in Kenya: Influence of the political factor beyond 2015 Mdgs. Journal of Education and Practice, 7(11), 55-60. 23. Malaysian Teacher Standards. (2009). Putrajaya: Teacher Education Division. 24. Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development. 25. Marzano, R. J., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum. 26. Marzano, R. J., & Heflebower, T. (2012). Teaching and assessing 21st century skills. Bloomington, IN: Marzano Research Laboratory. 27. Marzano, R. J., & Toth, M. (2013). Teacher evaluation that makes a difference: A new model for teacher growth and student achievement. Alexandria, VA: Association for Supervision and Curriculum. 28. Mazer, J. P. (2012). Development and validation of the student interest and engagement scales. Communication Methods and Measures, 6(2), 99-125. [ DOI:10.1080/19312458.2012.679244] 29. Morton-Cooper, A., & Palmer, A. (2000). Providing a professional support framework. A guide to professional roles in clinical practice (2nd ed.). Oxford: Blackwell Science. 30. Muijs, D., & Reynolds, D. (2011). Effective teaching: Evidence and practice (3rd ed.). London: Sage. 31. Noddings, N. (1984). Caring: A feminine approach to ethics & moral education. Berkeley: University of California Press. 32. ___________. (2010). Moral education in an age of globalization. Educational Philosophy & Theory, 42(4), 390-396. [ DOI:10.1111/j.1469-5812.2008.00487.x] 33. Oluremi, O.F. (2013). Enhancing educational effectiveness in Nigeria through teacher's professional development. European Scientific Journal, 9(28), 422-431. 34. Owens, E. (2015). Teacher leaders internationally. In N. Bond (Ed.), The power of teacher leaders: Their roles, influence, and impact (pp. 145-155). New York, NY: Routledge. [ DOI:10.4324/9781315815206-13] 35. Pace, J. L., & Hemmings, A. (2007).Understanding authority in classrooms: A review of theory, ideology, and research. Review of Educational Research, 77(1), 4-27. [ DOI:10.3102/003465430298489] 36. Pirozzo, R. (2014). Differentiating the curriculum: Supporting teachers to thrive in mixed-ability classrooms. Melbourne, Australia: Hawker Brownlow. 37. Pritchard, A. (2003). Issues concerning succession planning for the principalship in Western Australian Catholic, state and independent schools. University of Western Australia/APAPDC (WA branch). 38. Renninger, K. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In C. Sansone, & J. M. Harakiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance, (pp. 373-404). New York: Academic Press. [ DOI:10.1016/B978-012619070-0/50035-0] 39. Reynolds, D., & Muijs, D. (2001). Effective teaching: Evidence and practice. London: Sage (Paul Chapman). 40. Singleton, D., & Lesniewska, J. (2012). Age and SLA: Research highways and bye-ways. In M. Pawlak (Ed.), New perspectives on individual differences in language learning and teaching (pp. 97-117). Berlin: Springer. [ DOI:10.1007/978-3-642-20850-8_6] 41. Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: The importance of student-teacher relationships. Educational Psychology Review, 23, 457-477. [ DOI:10.1007/s10648-011-9170-y] 42. Suliman, W. A., & Halabi, J. (2007). Critical thinking, self-esteem, and state anxiety of nursing students. Nurse Education Today, 27(2), 162-168. [ DOI:10.1016/j.nedt.2006.04.008] 43. Williamson McDiarmid, G., & Clevenger-Bright, M. (2008). Rethinking teacher capacity. In M. Cochran-Smith, S. Feiman-Nemser, D. McIntyre, & K. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed., pp. 127-174). New York/Abingdon: Routledge/Taylor & Francis. 44. Yonezawa, S., & Jones, M. (2007). Using students' voices to inform and evaluate secondary school reform. In D. Thiessen, & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school (pp. 681-710). Dordrecht, Netherlands: Springer. [ DOI:10.1007/1-4020-3367-2_27] |
