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In reflecting on the designed curriculum and their experimental lessons, the teachers stressed the need for adding explicit teacher activities in order to help CHC teachers avoid practical difficulties when implementing the designed curriculum (Source D).
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In contrast, whereas students' mathematics achievement scores were largely unrelated to teachers' explicit expectations, teachers' implicit prejudiced attitudes predicted student performance.
The analysis focuses on cases where, in contrast to other less explicit formats, teachers refer to students' ongoing behaviour as 'wrong' with direct descriptions of the misconduct.
All of the information in the lesson was explicit in the teachers' speech; the teacher's gestures did not provide new information, but instead only highlighted the referents of the teacher's speech.
Content knowledge of evolution must therefore remain an explicit goal for teacher preparation.
Throughout each explicit session, the teacher circulated to provide tips for students stuck on a task.
She states that "Praising effort and learning over 'natural talent' is an explicit target of teacher training in KIPP schools".
While many studies have explored teachers' explicit PCK (e.g., Schmelzing et al. [2013]), little attention has been paid to teachers' implicit views of PCK, CK, and the relationships between them (Rozenszajn and Yarden [2014a]).
In this paper, we consider whether teachers' explicit and implicit prejudiced attitudes underlie the ethnic achievement gap.
For the coding of instructional language, we only coded studies in which explicit statement regarding teachers' language of instruction was made.
Without this explicit connectedness, mathematics teachers may perceive STEM integration as an additional instructional requirement that is placed on top of the existing curriculum (Wang et al. 2011).
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