Modeling teaching experiences and its predictors among high school educators
Keywords:
Teaching experiences, determinants, regression models, high school teachersAbstract
Teaching experience is the key to becoming effective in imparting knowledge to students. This study aims to develop regression models to determine the various factors of teaching experiences among high school educators. A cross-section of teachers in a Vocational School in Hilongos, Leyte, Philippines was considered as participants in this study. Some descriptive measures and ordinary least square (OLS) regression were employed to describe and make inferences in the survey data, respectively. Results revealed that teachers are "very satisfied" in their teaching experiences on how routinely, challenging, enjoyable, and rewarding their job is. On the other hand, they are "satisfied" with how creative and logical they are in their teaching career. In addition, it is revealed that there are factors that significantly influence the teachers' experiences such as age, gender, civil status, educational attainment, income, room facilities, school compound, leisure, social relationships, and health. Hence, good compensation, support from the government, a conducive school environment, and health benefits for the teachers' hard work and dedication to their job will result in positive teaching experiences. Furthermore, relaxation and health activities, vacation, and good vibes from other teachers result to feel comfortable and confident in teaching.
References
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Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European journal of special needs education, 22(4), 367-389. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/08856250701649989
Baer, J., & Kaufman, J. C. (2008). Gender differences in creativity. The Journal of Creative Behavior, 42(2), 75-105. https://doi.org/10.1002/j.2162-6057.2008.tb01289.x
Ballantyne, R. (1995). Evaluating the impact of teaching/learning experiences during an environmental teacher education course. International Research in Geographical & Environmental Education, 4(1), 29-46. https://doi.org/10.1080/10382046.1995.9964957
Beghetto, R. A. (2017). Creativity in teaching. In The Cambridge handbook of creativity across domains (pp. 549-564). Cambridge University Press. https://asu.pure.elsevier.com/en/publications/creativity-in-teaching
Beghetto, R. A., & Karwowski, M. (2018). Educational consequences of creativity: A creative learning perspective. Creativity. Theories–Research-Applications, 5(2), 146-154. https://sciendo.com/pdf/10.1515/ctra-2018-0011
Berdrow, I. (2010). King among kings: Understanding the role and responsibilities of the department chair in higher education. Educational Management Administration & Leadership, 38(4), 499-514. https://doi.org/10.1177/1741143210368146
Brajša-Žganec, A., Merkaš, M., & Šverko, I. (2011). Quality of life and leisure activities: How do leisure activities contribute to subjective well-being?. Social Indicators Research, 102(1), 81-91. https://link.springer.com/article/10.1007/s11205-010-9724-2
Bryden, P., Ginsburg, S., Kurabi, B., & Ahmed, N. (2010). Professing professionalism: are we our own worst enemy? Faculty members' experiences of teaching and evaluating professionalism in medical education at one school. Academic medicine, 85(6), 1025-1034. doi: 10.1097/ACM.0b013e3181ce64ae
Carifio, J., & Perla, R. (2008). Resolving the 50â€year debate around using and misusing Likert scales. Medical education, 42(12), 1150-1152. https://course.ccs.neu.edu/is4800sp15/ssl/carifio.pdf
Casinillo, L. F., & Suarez, M. G. (2021). On Characterizing School Leaders: Evidence from Hindang District, Leyte Division, Philippines. JPI (Jurnal Pendidikan Indonesia), 10(2), 325-334. https://ejournal.undiksha.ac.id/index.php/JPI/article/view/30350
Casinillo, L. F., Casinillo, E. L., & Casinillo, M. F. (2020). On happiness in teaching: an ordered logit modeling approach. JPI (Jurnal Pendidikan Indonesia), 9(2), 290-300. Retrieved from https://ejournal.undiksha.ac.id/index.php/JPI/article/view/25630/15525
Casinillo, L., & Aure, M. R. K. (2018). Econometric evidence on academic performance in basic calculus of science, technology, engineering and mathematics (STEM) senior high students. Journal of Educational and Human Resource Development, 6, 238-249. http://www.ijterm.org/index.php/jehrd/article/view/101
Colvin, G., & Lazar, M. (1995). Establishing classroom routines. In Paper presented at the Oregon conference monograph. https://files.eric.ed.gov/fulltext/ED385018.pdf#page=204
Doherty, K., & Jacobs, S. (2013). Connect the dots: Using evaluations of teacher effectiveness to inform policy and practice. State of the states 2013. Washington DC: National Council on Teacher Quality. Retrieved from https://eric.ed.gov/?id=ED565882
Frenzel, A. C., Fiedler, D., Marx, A. K., Reck, C., & Pekrun, R. (2020). Who enjoys teaching, and when? between-and within-person evidence on teachers’ appraisal-emotion links. Frontiers in Psychology, 11, 1092. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01092/full
Friedrichsen, P. J., Abell, S. K., Pareja, E. M., Brown, P. L., Lankford, D. M., & Volkmann, M. J. (2009). Does teaching experience matter? Examining biology teachers' prior knowledge for teaching in an alternative certification program. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(4), 357-383. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.20283
Glackin, M. (2018). ‘Control must be maintained’: exploring teachers’ pedagogical practice outside the classroom. British journal of sociology of education, 39(1), 61-76. https://www.tandfonline.com/doi/abs/10.1080/01425692.2017.1304204
Gordon, A. L. (2020). Creative approaches to nurturing resilience of trainee teachers. Profession, 18, 19. https://impact.chartered.college/article/creative-approaches-nurturing-resilience-trainee-teachers/
Hanselman, P. (2018). Do school learning opportunities compound or compensate for background inequalities? Evidence from the case of assignment to effective teachers. Sociology of education, 91(2), 132-158. https://journals.sagepub.com/doi/abs/10.1177/0038040718761127
Hirst, P. H. (2010). The logical and psychological aspects of teaching a subject. In The Concept of Education (International Library of the Philosophy of Education Volume 17) (pp. 38-49). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203861073-9/logical-psychological-aspects-teaching-subject-paul-hirst
Ingvarson, L. (2009). Developing and rewarding excellent teachers: the Scottish Chartered Teacher Scheme. Professional Development in Education, 35(3), 451-468. https://www.tandfonline.com/doi/abs/10.1080/19415250903016707
Johnson, S. and Birkeland, S. (2003). Pursuing a ‘‘sense of success’’: New teachers explain their career decisions. American Educational Research Journal, 40(3), 581–617. https://journals.sagepub.com/doi/abs/10.3102/00028312040003581
Kember, D., & Leung, D. Y. (2006). Characterising a teaching and learning environment conducive to making demands on students while not making their workload excessive. Studies in Higher Education, 31(2), 185-198. https://www.tandfonline.com/doi/abs/10.1080/03075070600572074
Kinai, T. K. (2013). Kenyan Student-Teacher Counsellors' Creativity and Its Relationship with Their Gender, Age, and Teaching Experience. Online Submission, 3(5), 296-304. https://eric.ed.gov/?id=ED543452
Kini, T., & Podolsky, A. (2016). Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Learning Policy Institute. Retrieved from https://eric.ed.gov/?id=ED606426
Lasky, D., & Yoon, S. (2020). A creative classroom for everyone: An introduction to a small ‘c’creativity framework. Thinking Skills and Creativity, 36, 100660. https://www.sciencedirect.com/science/article/pii/S1871187119301968
Leinhardt, G., Weidman, C., & Hammond, K. M. (1987). Introduction and integration of classroom routines by expert teachers. Curriculum inquiry, 17(2), 135-176. https://www.tandfonline.com/doi/abs/10.1080/03626784.1987.11075284
Lian, B. (2020). Giving creativity room to students through the friendly school’s program. International Journal of Scientific & Technology Research, 7(7), 1-7. https://osf.io/zebpd
Liu, H., Ludu, M., & Holton, D. (2015). Can K-12 Math Teachers Train Students to Make Valid Logical Reasoning?. In Emerging technologies for STEAM education (pp. 331-353). Springer, Cham. https://link.springer.com/chapter/10.1007/978-3-319-02573-5_18
Loeb, S., & Myung, J. (2020). Economic approaches to teacher recruitment and retention. In The economics of education (pp. 403-414). Academic Press. https://www.sciencedirect.com/science/article/pii/B978012815391800029X
Marbán, J. M., Palacios, A., & Maroto, A. (2021). Enjoyment of teaching mathematics among pre-service teachers. Mathematics Education Research Journal, 33(3), 613-629. https://link.springer.com/article/10.1007/s13394-020-00341-y
Mayer, R. E. (1989). Cognitive views of creativity: Creative teaching for creative learning. Contemporary educational psychology, 14(3), 203-211. https://www.sciencedirect.com/science/article/abs/pii/0361476X89900106
McDiarmid, G. W. (1990). Challenging prospective teachers' beliefs during early field experience: A quixotic undertaking?. Journal of teacher education, 41(3), 12-20. https://journals.sagepub.com/doi/abs/10.1177/002248719004100303
Nazari, N., Nafissi, Z., Estaji, M., & Marandi, S. S. (2019). Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development. Cogent Education, 6(1), 1632010. https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2019.1632010
Norman, G. (2010). Likert scales, levels of measurement and the “laws†of statistics. Advances in health sciences education, 15(5), 625-632. https://link.springer.com/article/10.1007/s10459-010-9222-y
Palmer, A., & Collins, R. (2006). Perceptions of rewarding excellence in teaching: motivation and the scholarship of teaching. Journal of further and higher education, 30(02), 193-205. https://www.tandfonline.com/doi/abs/10.1080/03098770600617729
Price, I., Matzdorf, F., Smith, L. & Agahi, H. (2003). The impact of facilities on student choice of university. Facilities, 21(10), 212-222. https://www.emerald.com/insight/content/doi/10.1108/02632770310493580/full/html
Salend, S. J., Gordon, J., & Lopez-Vona, K. (2002). Evaluating-Cooperative Teaching Teams. Intervention in School and clinic, 37(4), 195-200. https://doi.org/10.1177/105345120203700401
Shannon, D. M., Twale, D. J., & Moore, M. S. (1998). TA teaching effectiveness: The impact of training and teaching experience. The Journal of Higher Education, 69(4), 440-466. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/00221546.1998.11775144?journalCode=uhej20
Shepard, L. A. (2019). Classroom assessment to support teaching and learning. The ANNALS of the American Academy of Political and Social Science, 683(1), 183-200. https://doi.org/10.1177/0002716219843818
Stein, M. I. (1953). Creativity and Culture. Journal of Psychology, 36, 311–322. https://www.tandfonline.com/doi/abs/10.1080/00223980.1953.9712897?journalCode=vjrl20
Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational review, 73(1), 71-97. https://www.tandfonline.com/doi/full/10.1080/00131911.2019.1705247
Tsybulsky, D. (2019). The team teaching experiences of pre-service science teachers implementing PBL in elementary school. Journal of Education for Teaching, 45(3), 244-261. Retreived from https://doi.org/10.1080/09589236.2019.1599505
Wagner, L., Baumann, N., & Hank, P. (2016). Enjoying influence on others: Congruently high implicit and explicit power motives are related to teachers’ well-being. Motivation and Emotion, 40(1), 69-81. https://link.springer.com/article/10.1007%2Fs11031-015-9516-8
Weerasinghe, I. M. S., & Fernando, R. L. S. (2018). University facilities and student satisfaction in Sri Lanka. International Journal of Educational Management, 32(5), 866-880. https://www.emerald.com/insight/content/doi/10.1108/IJEM-07-2017-0174/full/html?fullSc=1&mbSc=1
Wilhelm, J., Sherrod, S., & Walters, K. (2008). Project-based learning environments: Challenging preservice teachers to act in the moment. The Journal of Educational Research, 101(4), 220-233. https://www.tandfonline.com/doi/abs/10.3200/JOER.101.4.220-233
Wilson, G. L. (2016). Revisiting classroom routines. Educational Leadership, 73(4), 50-55. https://eric.ed.gov/?id=EJ1084290
Yamane, T. (1967). Statistics, An Introductory Analysis. 2nd Ed. Harper and Row, New York. http://www.sciepub.com/reference/180098
Yenilmez, K., & Turgut, M. (2016). Relationship between prospective middle school mathematics teachers' logical and reflective thinking skills. Journal of Educational & Instructional Studies in the World, 6(4), 15-20. https://scholar.google.com/citationsview_op=view_citation&hl=en&user=jKYqIY0AAAAJ&cstart=20&pagesize=80&citation_for_view=jKYqIY0AAAAJ:2VqYfGB8ITEC
Zhang, C., & Bingham, G. E. (2019). Promoting high-leverage writing instruction through an early childhood classroom daily routine (WPI): A professional development model of early writing skills. Early Childhood Research Quarterly, 49, 138-151. https://www.sciencedirect.com/science/article/pii/S0885200619300869
Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European journal of special needs education, 22(4), 367-389. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/08856250701649989
Baer, J., & Kaufman, J. C. (2008). Gender differences in creativity. The Journal of Creative Behavior, 42(2), 75-105. https://doi.org/10.1002/j.2162-6057.2008.tb01289.x
Ballantyne, R. (1995). Evaluating the impact of teaching/learning experiences during an environmental teacher education course. International Research in Geographical & Environmental Education, 4(1), 29-46. https://doi.org/10.1080/10382046.1995.9964957
Beghetto, R. A. (2017). Creativity in teaching. In The Cambridge handbook of creativity across domains (pp. 549-564). Cambridge University Press. https://asu.pure.elsevier.com/en/publications/creativity-in-teaching
Beghetto, R. A., & Karwowski, M. (2018). Educational consequences of creativity: A creative learning perspective. Creativity. Theories–Research-Applications, 5(2), 146-154. https://sciendo.com/pdf/10.1515/ctra-2018-0011
Berdrow, I. (2010). King among kings: Understanding the role and responsibilities of the department chair in higher education. Educational Management Administration & Leadership, 38(4), 499-514. https://doi.org/10.1177/1741143210368146
Brajša-Žganec, A., Merkaš, M., & Šverko, I. (2011). Quality of life and leisure activities: How do leisure activities contribute to subjective well-being?. Social Indicators Research, 102(1), 81-91. https://link.springer.com/article/10.1007/s11205-010-9724-2
Bryden, P., Ginsburg, S., Kurabi, B., & Ahmed, N. (2010). Professing professionalism: are we our own worst enemy? Faculty members' experiences of teaching and evaluating professionalism in medical education at one school. Academic medicine, 85(6), 1025-1034. doi: 10.1097/ACM.0b013e3181ce64ae
Carifio, J., & Perla, R. (2008). Resolving the 50â€year debate around using and misusing Likert scales. Medical education, 42(12), 1150-1152. https://course.ccs.neu.edu/is4800sp15/ssl/carifio.pdf
Casinillo, L. F., & Suarez, M. G. (2021). On Characterizing School Leaders: Evidence from Hindang District, Leyte Division, Philippines. JPI (Jurnal Pendidikan Indonesia), 10(2), 325-334. https://ejournal.undiksha.ac.id/index.php/JPI/article/view/30350
Casinillo, L. F., Casinillo, E. L., & Casinillo, M. F. (2020). On happiness in teaching: an ordered logit modeling approach. JPI (Jurnal Pendidikan Indonesia), 9(2), 290-300. Retrieved from https://ejournal.undiksha.ac.id/index.php/JPI/article/view/25630/15525
Casinillo, L., & Aure, M. R. K. (2018). Econometric evidence on academic performance in basic calculus of science, technology, engineering and mathematics (STEM) senior high students. Journal of Educational and Human Resource Development, 6, 238-249. http://www.ijterm.org/index.php/jehrd/article/view/101
Colvin, G., & Lazar, M. (1995). Establishing classroom routines. In Paper presented at the Oregon conference monograph. https://files.eric.ed.gov/fulltext/ED385018.pdf#page=204
Doherty, K., & Jacobs, S. (2013). Connect the dots: Using evaluations of teacher effectiveness to inform policy and practice. State of the states 2013. Washington DC: National Council on Teacher Quality. Retrieved from https://eric.ed.gov/?id=ED565882
Frenzel, A. C., Fiedler, D., Marx, A. K., Reck, C., & Pekrun, R. (2020). Who enjoys teaching, and when? between-and within-person evidence on teachers’ appraisal-emotion links. Frontiers in Psychology, 11, 1092. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01092/full
Friedrichsen, P. J., Abell, S. K., Pareja, E. M., Brown, P. L., Lankford, D. M., & Volkmann, M. J. (2009). Does teaching experience matter? Examining biology teachers' prior knowledge for teaching in an alternative certification program. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(4), 357-383. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.20283
Glackin, M. (2018). ‘Control must be maintained’: exploring teachers’ pedagogical practice outside the classroom. British journal of sociology of education, 39(1), 61-76. https://www.tandfonline.com/doi/abs/10.1080/01425692.2017.1304204
Gordon, A. L. (2020). Creative approaches to nurturing resilience of trainee teachers. Profession, 18, 19. https://impact.chartered.college/article/creative-approaches-nurturing-resilience-trainee-teachers/
Hanselman, P. (2018). Do school learning opportunities compound or compensate for background inequalities? Evidence from the case of assignment to effective teachers. Sociology of education, 91(2), 132-158. https://journals.sagepub.com/doi/abs/10.1177/0038040718761127
Hirst, P. H. (2010). The logical and psychological aspects of teaching a subject. In The Concept of Education (International Library of the Philosophy of Education Volume 17) (pp. 38-49). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203861073-9/logical-psychological-aspects-teaching-subject-paul-hirst
Ingvarson, L. (2009). Developing and rewarding excellent teachers: the Scottish Chartered Teacher Scheme. Professional Development in Education, 35(3), 451-468. https://www.tandfonline.com/doi/abs/10.1080/19415250903016707
Johnson, S. and Birkeland, S. (2003). Pursuing a ‘‘sense of success’’: New teachers explain their career decisions. American Educational Research Journal, 40(3), 581–617. https://journals.sagepub.com/doi/abs/10.3102/00028312040003581
Kember, D., & Leung, D. Y. (2006). Characterising a teaching and learning environment conducive to making demands on students while not making their workload excessive. Studies in Higher Education, 31(2), 185-198. https://www.tandfonline.com/doi/abs/10.1080/03075070600572074
Kinai, T. K. (2013). Kenyan Student-Teacher Counsellors' Creativity and Its Relationship with Their Gender, Age, and Teaching Experience. Online Submission, 3(5), 296-304. https://eric.ed.gov/?id=ED543452
Kini, T., & Podolsky, A. (2016). Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Learning Policy Institute. Retrieved from https://eric.ed.gov/?id=ED606426
Lasky, D., & Yoon, S. (2020). A creative classroom for everyone: An introduction to a small ‘c’creativity framework. Thinking Skills and Creativity, 36, 100660. https://www.sciencedirect.com/science/article/pii/S1871187119301968
Leinhardt, G., Weidman, C., & Hammond, K. M. (1987). Introduction and integration of classroom routines by expert teachers. Curriculum inquiry, 17(2), 135-176. https://www.tandfonline.com/doi/abs/10.1080/03626784.1987.11075284
Lian, B. (2020). Giving creativity room to students through the friendly school’s program. International Journal of Scientific & Technology Research, 7(7), 1-7. https://osf.io/zebpd
Liu, H., Ludu, M., & Holton, D. (2015). Can K-12 Math Teachers Train Students to Make Valid Logical Reasoning?. In Emerging technologies for STEAM education (pp. 331-353). Springer, Cham. https://link.springer.com/chapter/10.1007/978-3-319-02573-5_18
Loeb, S., & Myung, J. (2020). Economic approaches to teacher recruitment and retention. In The economics of education (pp. 403-414). Academic Press. https://www.sciencedirect.com/science/article/pii/B978012815391800029X
Marbán, J. M., Palacios, A., & Maroto, A. (2021). Enjoyment of teaching mathematics among pre-service teachers. Mathematics Education Research Journal, 33(3), 613-629. https://link.springer.com/article/10.1007/s13394-020-00341-y
Mayer, R. E. (1989). Cognitive views of creativity: Creative teaching for creative learning. Contemporary educational psychology, 14(3), 203-211. https://www.sciencedirect.com/science/article/abs/pii/0361476X89900106
McDiarmid, G. W. (1990). Challenging prospective teachers' beliefs during early field experience: A quixotic undertaking?. Journal of teacher education, 41(3), 12-20. https://journals.sagepub.com/doi/abs/10.1177/002248719004100303
Nazari, N., Nafissi, Z., Estaji, M., & Marandi, S. S. (2019). Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development. Cogent Education, 6(1), 1632010. https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2019.1632010
Norman, G. (2010). Likert scales, levels of measurement and the “laws†of statistics. Advances in health sciences education, 15(5), 625-632. https://link.springer.com/article/10.1007/s10459-010-9222-y
Palmer, A., & Collins, R. (2006). Perceptions of rewarding excellence in teaching: motivation and the scholarship of teaching. Journal of further and higher education, 30(02), 193-205. https://www.tandfonline.com/doi/abs/10.1080/03098770600617729
Price, I., Matzdorf, F., Smith, L. & Agahi, H. (2003). The impact of facilities on student choice of university. Facilities, 21(10), 212-222. https://www.emerald.com/insight/content/doi/10.1108/02632770310493580/full/html
Salend, S. J., Gordon, J., & Lopez-Vona, K. (2002). Evaluating-Cooperative Teaching Teams. Intervention in School and clinic, 37(4), 195-200. https://doi.org/10.1177/105345120203700401
Shannon, D. M., Twale, D. J., & Moore, M. S. (1998). TA teaching effectiveness: The impact of training and teaching experience. The Journal of Higher Education, 69(4), 440-466. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/00221546.1998.11775144?journalCode=uhej20
Shepard, L. A. (2019). Classroom assessment to support teaching and learning. The ANNALS of the American Academy of Political and Social Science, 683(1), 183-200. https://doi.org/10.1177/0002716219843818
Stein, M. I. (1953). Creativity and Culture. Journal of Psychology, 36, 311–322. https://www.tandfonline.com/doi/abs/10.1080/00223980.1953.9712897?journalCode=vjrl20
Toropova, A., Myrberg, E., & Johansson, S. (2021). Teacher job satisfaction: the importance of school working conditions and teacher characteristics. Educational review, 73(1), 71-97. https://www.tandfonline.com/doi/full/10.1080/00131911.2019.1705247
Tsybulsky, D. (2019). The team teaching experiences of pre-service science teachers implementing PBL in elementary school. Journal of Education for Teaching, 45(3), 244-261. Retreived from https://doi.org/10.1080/09589236.2019.1599505
Wagner, L., Baumann, N., & Hank, P. (2016). Enjoying influence on others: Congruently high implicit and explicit power motives are related to teachers’ well-being. Motivation and Emotion, 40(1), 69-81. https://link.springer.com/article/10.1007%2Fs11031-015-9516-8
Weerasinghe, I. M. S., & Fernando, R. L. S. (2018). University facilities and student satisfaction in Sri Lanka. International Journal of Educational Management, 32(5), 866-880. https://www.emerald.com/insight/content/doi/10.1108/IJEM-07-2017-0174/full/html?fullSc=1&mbSc=1
Wilhelm, J., Sherrod, S., & Walters, K. (2008). Project-based learning environments: Challenging preservice teachers to act in the moment. The Journal of Educational Research, 101(4), 220-233. https://www.tandfonline.com/doi/abs/10.3200/JOER.101.4.220-233
Wilson, G. L. (2016). Revisiting classroom routines. Educational Leadership, 73(4), 50-55. https://eric.ed.gov/?id=EJ1084290
Yamane, T. (1967). Statistics, An Introductory Analysis. 2nd Ed. Harper and Row, New York. http://www.sciepub.com/reference/180098
Yenilmez, K., & Turgut, M. (2016). Relationship between prospective middle school mathematics teachers' logical and reflective thinking skills. Journal of Educational & Instructional Studies in the World, 6(4), 15-20. https://scholar.google.com/citationsview_op=view_citation&hl=en&user=jKYqIY0AAAAJ&cstart=20&pagesize=80&citation_for_view=jKYqIY0AAAAJ:2VqYfGB8ITEC
Zhang, C., & Bingham, G. E. (2019). Promoting high-leverage writing instruction through an early childhood classroom daily routine (WPI): A professional development model of early writing skills. Early Childhood Research Quarterly, 49, 138-151. https://www.sciencedirect.com/science/article/pii/S0885200619300869
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2021-12-13
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Casinillo, L., & Casinillo, E. (2021). Modeling teaching experiences and its predictors among high school educators. TARAN-AWAN Journal of Educational Research and Technology Management, 2(1), 83–93. Retrieved from https://journal.evsu.edu.ph/index.php/tjertm/article/view/263
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