Investigating the Patterns of Empathy and Classroom Environment Applied by Effective English Language Teachers

The teachers’ fundamental role in the success of the students is inevitable. Thus, knowing the various traits and personality characteristics of effective teachers can be used as guidelines to foster inexperienced teachers’ teaching quality. Among the required teaching qualities, empathy and classro...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Zohoorian Zahra [verfasserIn] Faravani Akram [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2021

Schlagwörter:	teacher empathy teacher effectiveness classroom environment

Übergeordnetes Werk:	In: Romanian Journal of English Studies - Sciendo, 2015, 18(2021), 1, Seite 110-136
Übergeordnetes Werk:	volume:18 ; year:2021 ; number:1 ; pages:110-136

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.1515/rjes-2021-0012

Katalog-ID:	DOAJ026258110

Internformat


LEADER	01000caa a22002652 4500
001	DOAJ026258110
003	DE-627
005	20230307100318.0
007	cr uuu---uuuuu
008	230226s2021 xx \|\|\|\|\|o 00\| \|\|eng c
024	7		\|a 10.1515/rjes-2021-0012 \|2 doi
035			\|a (DE-627)DOAJ026258110
035			\|a (DE-599)DOAJcc1e5e6566564b63aded0b9c2f58d1f7
040			\|a DE-627 \|b ger \|c DE-627 \|e rakwb
041			\|a eng
050		0	\|a PR1-9680
100	0		\|a Zohoorian Zahra \|e verfasserin \|4 aut
245	1	0	\|a Investigating the Patterns of Empathy and Classroom Environment Applied by Effective English Language Teachers
264		1	\|c 2021
336			\|a Text \|b txt \|2 rdacontent
337			\|a Computermedien \|b c \|2 rdamedia
338			\|a Online-Ressource \|b cr \|2 rdacarrier
520			\|a The teachers’ fundamental role in the success of the students is inevitable. Thus, knowing the various traits and personality characteristics of effective teachers can be used as guidelines to foster inexperienced teachers’ teaching quality. Among the required teaching qualities, empathy and classroom environment set up are two vital concepts emphasized by researchers. Accordingly, through relying on mega planning, the present study was conducted to find the patterns of empathy and classroom environment utilized by effective teachers. The participants were 50 teachers and 300 language learners. Three instruments were employed, namely teacher effectiveness questionnaire, classroom environment questionnaire, and teacher empathy questionnaire. The results showed that the contributions of each sub-construct in teacher effectiveness in order of their priority are as follows: empathic concern, perspective taking, fantasy, and personal distress. Results from calculating frequency and percentage for classroom environment construct showed that the contributions of each respective sub-construct in teacher effectiveness in order of priority are as follows: participation, personalization, investigation, independence, and differentiation. The findings of the present study can enlighten policy makers and administrators to plan efficient courses of action and take useful steps in training novice teachers.
650		4	\|a teacher empathy
650		4	\|a teacher effectiveness
650		4	\|a classroom environment
653		0	\|a English literature
700	0		\|a Faravani Akram \|e verfasserin \|4 aut
773	0	8	\|i In \|t Romanian Journal of English Studies \|d Sciendo, 2015 \|g 18(2021), 1, Seite 110-136 \|w (DE-627)780378822 \|w (DE-600)2760369-6 \|x 22860428 \|7 nnns
773	1	8	\|g volume:18 \|g year:2021 \|g number:1 \|g pages:110-136
856	4	0	\|u https://doi.org/10.1515/rjes-2021-0012 \|z kostenfrei
856	4	0	\|u https://doaj.org/article/cc1e5e6566564b63aded0b9c2f58d1f7 \|z kostenfrei
856	4	0	\|u https://doi.org/10.1515/rjes-2021-0012 \|z kostenfrei
856	4	2	\|u https://doaj.org/toc/2286-0428 \|y Journal toc \|z kostenfrei
912			\|a GBV_USEFLAG_A
912			\|a SYSFLAG_A
912			\|a GBV_DOAJ
912			\|a GBV_ILN_20
912			\|a GBV_ILN_22
912			\|a GBV_ILN_24
912			\|a GBV_ILN_31
912			\|a GBV_ILN_39
912			\|a GBV_ILN_40
912			\|a GBV_ILN_60
912			\|a GBV_ILN_62
912			\|a GBV_ILN_63
912			\|a GBV_ILN_65
912			\|a GBV_ILN_69
912			\|a GBV_ILN_70
912			\|a GBV_ILN_73
912			\|a GBV_ILN_95
912			\|a GBV_ILN_110
912			\|a GBV_ILN_151
912			\|a GBV_ILN_161
912			\|a GBV_ILN_213
912			\|a GBV_ILN_230
912			\|a GBV_ILN_285
912			\|a GBV_ILN_293
912			\|a GBV_ILN_602
912			\|a GBV_ILN_2014
912			\|a GBV_ILN_2093
912			\|a GBV_ILN_4012
912			\|a GBV_ILN_4037
912			\|a GBV_ILN_4112
912			\|a GBV_ILN_4125
912			\|a GBV_ILN_4126
912			\|a GBV_ILN_4249
912			\|a GBV_ILN_4305
912			\|a GBV_ILN_4306
912			\|a GBV_ILN_4322
912			\|a GBV_ILN_4323
912			\|a GBV_ILN_4324
912			\|a GBV_ILN_4325
912			\|a GBV_ILN_4338
912			\|a GBV_ILN_4367
912			\|a GBV_ILN_4700
951			\|a AR
952			\|d 18 \|j 2021 \|e 1 \|h 110-136

Indexfelder

author_variant	z z zz f a fa
matchkey_str	article:22860428:2021----::netgtnteatrsfmahadlsroevrnetplebefci
hierarchy_sort_str	2021
callnumber-subject-code	PR
publishDate	2021
allfields	10.1515/rjes-2021-0012 doi (DE-627)DOAJ026258110 (DE-599)DOAJcc1e5e6566564b63aded0b9c2f58d1f7 DE-627 ger DE-627 rakwb eng PR1-9680 Zohoorian Zahra verfasserin aut Investigating the Patterns of Empathy and Classroom Environment Applied by Effective English Language Teachers 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The teachers’ fundamental role in the success of the students is inevitable. Thus, knowing the various traits and personality characteristics of effective teachers can be used as guidelines to foster inexperienced teachers’ teaching quality. Among the required teaching qualities, empathy and classroom environment set up are two vital concepts emphasized by researchers. Accordingly, through relying on mega planning, the present study was conducted to find the patterns of empathy and classroom environment utilized by effective teachers. The participants were 50 teachers and 300 language learners. Three instruments were employed, namely teacher effectiveness questionnaire, classroom environment questionnaire, and teacher empathy questionnaire. The results showed that the contributions of each sub-construct in teacher effectiveness in order of their priority are as follows: empathic concern, perspective taking, fantasy, and personal distress. Results from calculating frequency and percentage for classroom environment construct showed that the contributions of each respective sub-construct in teacher effectiveness in order of priority are as follows: participation, personalization, investigation, independence, and differentiation. The findings of the present study can enlighten policy makers and administrators to plan efficient courses of action and take useful steps in training novice teachers. teacher empathy teacher effectiveness classroom environment English literature Faravani Akram verfasserin aut In Romanian Journal of English Studies Sciendo, 2015 18(2021), 1, Seite 110-136 (DE-627)780378822 (DE-600)2760369-6 22860428 nnns volume:18 year:2021 number:1 pages:110-136 https://doi.org/10.1515/rjes-2021-0012 kostenfrei https://doaj.org/article/cc1e5e6566564b63aded0b9c2f58d1f7 kostenfrei https://doi.org/10.1515/rjes-2021-0012 kostenfrei https://doaj.org/toc/2286-0428 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2093 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2021 1 110-136
spelling	10.1515/rjes-2021-0012 doi (DE-627)DOAJ026258110 (DE-599)DOAJcc1e5e6566564b63aded0b9c2f58d1f7 DE-627 ger DE-627 rakwb eng PR1-9680 Zohoorian Zahra verfasserin aut Investigating the Patterns of Empathy and Classroom Environment Applied by Effective English Language Teachers 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The teachers’ fundamental role in the success of the students is inevitable. Thus, knowing the various traits and personality characteristics of effective teachers can be used as guidelines to foster inexperienced teachers’ teaching quality. Among the required teaching qualities, empathy and classroom environment set up are two vital concepts emphasized by researchers. Accordingly, through relying on mega planning, the present study was conducted to find the patterns of empathy and classroom environment utilized by effective teachers. The participants were 50 teachers and 300 language learners. Three instruments were employed, namely teacher effectiveness questionnaire, classroom environment questionnaire, and teacher empathy questionnaire. The results showed that the contributions of each sub-construct in teacher effectiveness in order of their priority are as follows: empathic concern, perspective taking, fantasy, and personal distress. Results from calculating frequency and percentage for classroom environment construct showed that the contributions of each respective sub-construct in teacher effectiveness in order of priority are as follows: participation, personalization, investigation, independence, and differentiation. The findings of the present study can enlighten policy makers and administrators to plan efficient courses of action and take useful steps in training novice teachers. teacher empathy teacher effectiveness classroom environment English literature Faravani Akram verfasserin aut In Romanian Journal of English Studies Sciendo, 2015 18(2021), 1, Seite 110-136 (DE-627)780378822 (DE-600)2760369-6 22860428 nnns volume:18 year:2021 number:1 pages:110-136 https://doi.org/10.1515/rjes-2021-0012 kostenfrei https://doaj.org/article/cc1e5e6566564b63aded0b9c2f58d1f7 kostenfrei https://doi.org/10.1515/rjes-2021-0012 kostenfrei https://doaj.org/toc/2286-0428 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2093 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2021 1 110-136
allfields_unstemmed	10.1515/rjes-2021-0012 doi (DE-627)DOAJ026258110 (DE-599)DOAJcc1e5e6566564b63aded0b9c2f58d1f7 DE-627 ger DE-627 rakwb eng PR1-9680 Zohoorian Zahra verfasserin aut Investigating the Patterns of Empathy and Classroom Environment Applied by Effective English Language Teachers 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The teachers’ fundamental role in the success of the students is inevitable. Thus, knowing the various traits and personality characteristics of effective teachers can be used as guidelines to foster inexperienced teachers’ teaching quality. Among the required teaching qualities, empathy and classroom environment set up are two vital concepts emphasized by researchers. Accordingly, through relying on mega planning, the present study was conducted to find the patterns of empathy and classroom environment utilized by effective teachers. The participants were 50 teachers and 300 language learners. Three instruments were employed, namely teacher effectiveness questionnaire, classroom environment questionnaire, and teacher empathy questionnaire. The results showed that the contributions of each sub-construct in teacher effectiveness in order of their priority are as follows: empathic concern, perspective taking, fantasy, and personal distress. Results from calculating frequency and percentage for classroom environment construct showed that the contributions of each respective sub-construct in teacher effectiveness in order of priority are as follows: participation, personalization, investigation, independence, and differentiation. The findings of the present study can enlighten policy makers and administrators to plan efficient courses of action and take useful steps in training novice teachers. teacher empathy teacher effectiveness classroom environment English literature Faravani Akram verfasserin aut In Romanian Journal of English Studies Sciendo, 2015 18(2021), 1, Seite 110-136 (DE-627)780378822 (DE-600)2760369-6 22860428 nnns volume:18 year:2021 number:1 pages:110-136 https://doi.org/10.1515/rjes-2021-0012 kostenfrei https://doaj.org/article/cc1e5e6566564b63aded0b9c2f58d1f7 kostenfrei https://doi.org/10.1515/rjes-2021-0012 kostenfrei https://doaj.org/toc/2286-0428 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2093 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2021 1 110-136
allfieldsGer	10.1515/rjes-2021-0012 doi (DE-627)DOAJ026258110 (DE-599)DOAJcc1e5e6566564b63aded0b9c2f58d1f7 DE-627 ger DE-627 rakwb eng PR1-9680 Zohoorian Zahra verfasserin aut Investigating the Patterns of Empathy and Classroom Environment Applied by Effective English Language Teachers 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The teachers’ fundamental role in the success of the students is inevitable. Thus, knowing the various traits and personality characteristics of effective teachers can be used as guidelines to foster inexperienced teachers’ teaching quality. Among the required teaching qualities, empathy and classroom environment set up are two vital concepts emphasized by researchers. Accordingly, through relying on mega planning, the present study was conducted to find the patterns of empathy and classroom environment utilized by effective teachers. The participants were 50 teachers and 300 language learners. Three instruments were employed, namely teacher effectiveness questionnaire, classroom environment questionnaire, and teacher empathy questionnaire. The results showed that the contributions of each sub-construct in teacher effectiveness in order of their priority are as follows: empathic concern, perspective taking, fantasy, and personal distress. Results from calculating frequency and percentage for classroom environment construct showed that the contributions of each respective sub-construct in teacher effectiveness in order of priority are as follows: participation, personalization, investigation, independence, and differentiation. The findings of the present study can enlighten policy makers and administrators to plan efficient courses of action and take useful steps in training novice teachers. teacher empathy teacher effectiveness classroom environment English literature Faravani Akram verfasserin aut In Romanian Journal of English Studies Sciendo, 2015 18(2021), 1, Seite 110-136 (DE-627)780378822 (DE-600)2760369-6 22860428 nnns volume:18 year:2021 number:1 pages:110-136 https://doi.org/10.1515/rjes-2021-0012 kostenfrei https://doaj.org/article/cc1e5e6566564b63aded0b9c2f58d1f7 kostenfrei https://doi.org/10.1515/rjes-2021-0012 kostenfrei https://doaj.org/toc/2286-0428 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2093 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2021 1 110-136
allfieldsSound	10.1515/rjes-2021-0012 doi (DE-627)DOAJ026258110 (DE-599)DOAJcc1e5e6566564b63aded0b9c2f58d1f7 DE-627 ger DE-627 rakwb eng PR1-9680 Zohoorian Zahra verfasserin aut Investigating the Patterns of Empathy and Classroom Environment Applied by Effective English Language Teachers 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The teachers’ fundamental role in the success of the students is inevitable. Thus, knowing the various traits and personality characteristics of effective teachers can be used as guidelines to foster inexperienced teachers’ teaching quality. Among the required teaching qualities, empathy and classroom environment set up are two vital concepts emphasized by researchers. Accordingly, through relying on mega planning, the present study was conducted to find the patterns of empathy and classroom environment utilized by effective teachers. The participants were 50 teachers and 300 language learners. Three instruments were employed, namely teacher effectiveness questionnaire, classroom environment questionnaire, and teacher empathy questionnaire. The results showed that the contributions of each sub-construct in teacher effectiveness in order of their priority are as follows: empathic concern, perspective taking, fantasy, and personal distress. Results from calculating frequency and percentage for classroom environment construct showed that the contributions of each respective sub-construct in teacher effectiveness in order of priority are as follows: participation, personalization, investigation, independence, and differentiation. The findings of the present study can enlighten policy makers and administrators to plan efficient courses of action and take useful steps in training novice teachers. teacher empathy teacher effectiveness classroom environment English literature Faravani Akram verfasserin aut In Romanian Journal of English Studies Sciendo, 2015 18(2021), 1, Seite 110-136 (DE-627)780378822 (DE-600)2760369-6 22860428 nnns volume:18 year:2021 number:1 pages:110-136 https://doi.org/10.1515/rjes-2021-0012 kostenfrei https://doaj.org/article/cc1e5e6566564b63aded0b9c2f58d1f7 kostenfrei https://doi.org/10.1515/rjes-2021-0012 kostenfrei https://doaj.org/toc/2286-0428 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2093 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2021 1 110-136
language	English
source	In Romanian Journal of English Studies 18(2021), 1, Seite 110-136 volume:18 year:2021 number:1 pages:110-136
sourceStr	In Romanian Journal of English Studies 18(2021), 1, Seite 110-136 volume:18 year:2021 number:1 pages:110-136
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	teacher empathy teacher effectiveness classroom environment English literature
isfreeaccess_bool	true
container_title	Romanian Journal of English Studies
authorswithroles_txt_mv	Zohoorian Zahra @@aut@@ Faravani Akram @@aut@@
publishDateDaySort_date	2021-01-01T00:00:00Z
hierarchy_top_id	780378822
id	DOAJ026258110
language_de	englisch
fullrecord	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ026258110</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230307100318.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230226s2021 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1515/rjes-2021-0012</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ026258110</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJcc1e5e6566564b63aded0b9c2f58d1f7</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">PR1-9680</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Zohoorian Zahra</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Investigating the Patterns of Empathy and Classroom Environment Applied by Effective English Language Teachers</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2021</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The teachers’ fundamental role in the success of the students is inevitable. Thus, knowing the various traits and personality characteristics of effective teachers can be used as guidelines to foster inexperienced teachers’ teaching quality. Among the required teaching qualities, empathy and classroom environment set up are two vital concepts emphasized by researchers. Accordingly, through relying on mega planning, the present study was conducted to find the patterns of empathy and classroom environment utilized by effective teachers. The participants were 50 teachers and 300 language learners. Three instruments were employed, namely teacher effectiveness questionnaire, classroom environment questionnaire, and teacher empathy questionnaire. The results showed that the contributions of each sub-construct in teacher effectiveness in order of their priority are as follows: empathic concern, perspective taking, fantasy, and personal distress. Results from calculating frequency and percentage for classroom environment construct showed that the contributions of each respective sub-construct in teacher effectiveness in order of priority are as follows: participation, personalization, investigation, independence, and differentiation. The findings of the present study can enlighten policy makers and administrators to plan efficient courses of action and take useful steps in training novice teachers.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">teacher empathy</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">teacher effectiveness</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">classroom environment</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">English literature</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Faravani Akram</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Romanian Journal of English Studies</subfield><subfield code="d">Sciendo, 2015</subfield><subfield code="g">18(2021), 1, Seite 110-136</subfield><subfield code="w">(DE-627)780378822</subfield><subfield code="w">(DE-600)2760369-6</subfield><subfield code="x">22860428</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:18</subfield><subfield code="g">year:2021</subfield><subfield code="g">number:1</subfield><subfield code="g">pages:110-136</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1515/rjes-2021-0012</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/cc1e5e6566564b63aded0b9c2f58d1f7</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1515/rjes-2021-0012</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2286-0428</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_31</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2093</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">18</subfield><subfield code="j">2021</subfield><subfield code="e">1</subfield><subfield code="h">110-136</subfield></datafield></record></collection>
callnumber-first	P - Language and Literature
author	Zohoorian Zahra
spellingShingle	Zohoorian Zahra misc PR1-9680 misc teacher empathy misc teacher effectiveness misc classroom environment misc English literature Investigating the Patterns of Empathy and Classroom Environment Applied by Effective English Language Teachers
authorStr	Zohoorian Zahra
ppnlink_with_tag_str_mv	@@773@@(DE-627)780378822
format	electronic Article
delete_txt_mv	keep
author_role	aut aut
collection	DOAJ
remote_str	true
callnumber-label	PR1-9680
illustrated	Not Illustrated
issn	22860428
topic_title	PR1-9680 Investigating the Patterns of Empathy and Classroom Environment Applied by Effective English Language Teachers teacher empathy teacher effectiveness classroom environment
topic	misc PR1-9680 misc teacher empathy misc teacher effectiveness misc classroom environment misc English literature
topic_unstemmed	misc PR1-9680 misc teacher empathy misc teacher effectiveness misc classroom environment misc English literature
topic_browse	misc PR1-9680 misc teacher empathy misc teacher effectiveness misc classroom environment misc English literature
format_facet	Elektronische Aufsätze Aufsätze Elektronische Ressource
format_main_str_mv	Text Zeitschrift/Artikel
carriertype_str_mv	cr
hierarchy_parent_title	Romanian Journal of English Studies
hierarchy_parent_id	780378822
hierarchy_top_title	Romanian Journal of English Studies
isfreeaccess_txt	true
familylinks_str_mv	(DE-627)780378822 (DE-600)2760369-6
title	Investigating the Patterns of Empathy and Classroom Environment Applied by Effective English Language Teachers
ctrlnum	(DE-627)DOAJ026258110 (DE-599)DOAJcc1e5e6566564b63aded0b9c2f58d1f7
title_full	Investigating the Patterns of Empathy and Classroom Environment Applied by Effective English Language Teachers
author_sort	Zohoorian Zahra
journal	Romanian Journal of English Studies
journalStr	Romanian Journal of English Studies
callnumber-first-code	P
lang_code	eng
isOA_bool	true
recordtype	marc
publishDateSort	2021
contenttype_str_mv	txt
container_start_page	110
author_browse	Zohoorian Zahra Faravani Akram
container_volume	18
class	PR1-9680
format_se	Elektronische Aufsätze
author-letter	Zohoorian Zahra
doi_str_mv	10.1515/rjes-2021-0012
author2-role	verfasserin
title_sort	investigating the patterns of empathy and classroom environment applied by effective english language teachers
callnumber	PR1-9680
title_auth	Investigating the Patterns of Empathy and Classroom Environment Applied by Effective English Language Teachers
abstract	The teachers’ fundamental role in the success of the students is inevitable. Thus, knowing the various traits and personality characteristics of effective teachers can be used as guidelines to foster inexperienced teachers’ teaching quality. Among the required teaching qualities, empathy and classroom environment set up are two vital concepts emphasized by researchers. Accordingly, through relying on mega planning, the present study was conducted to find the patterns of empathy and classroom environment utilized by effective teachers. The participants were 50 teachers and 300 language learners. Three instruments were employed, namely teacher effectiveness questionnaire, classroom environment questionnaire, and teacher empathy questionnaire. The results showed that the contributions of each sub-construct in teacher effectiveness in order of their priority are as follows: empathic concern, perspective taking, fantasy, and personal distress. Results from calculating frequency and percentage for classroom environment construct showed that the contributions of each respective sub-construct in teacher effectiveness in order of priority are as follows: participation, personalization, investigation, independence, and differentiation. The findings of the present study can enlighten policy makers and administrators to plan efficient courses of action and take useful steps in training novice teachers.
abstractGer	The teachers’ fundamental role in the success of the students is inevitable. Thus, knowing the various traits and personality characteristics of effective teachers can be used as guidelines to foster inexperienced teachers’ teaching quality. Among the required teaching qualities, empathy and classroom environment set up are two vital concepts emphasized by researchers. Accordingly, through relying on mega planning, the present study was conducted to find the patterns of empathy and classroom environment utilized by effective teachers. The participants were 50 teachers and 300 language learners. Three instruments were employed, namely teacher effectiveness questionnaire, classroom environment questionnaire, and teacher empathy questionnaire. The results showed that the contributions of each sub-construct in teacher effectiveness in order of their priority are as follows: empathic concern, perspective taking, fantasy, and personal distress. Results from calculating frequency and percentage for classroom environment construct showed that the contributions of each respective sub-construct in teacher effectiveness in order of priority are as follows: participation, personalization, investigation, independence, and differentiation. The findings of the present study can enlighten policy makers and administrators to plan efficient courses of action and take useful steps in training novice teachers.
abstract_unstemmed	The teachers’ fundamental role in the success of the students is inevitable. Thus, knowing the various traits and personality characteristics of effective teachers can be used as guidelines to foster inexperienced teachers’ teaching quality. Among the required teaching qualities, empathy and classroom environment set up are two vital concepts emphasized by researchers. Accordingly, through relying on mega planning, the present study was conducted to find the patterns of empathy and classroom environment utilized by effective teachers. The participants were 50 teachers and 300 language learners. Three instruments were employed, namely teacher effectiveness questionnaire, classroom environment questionnaire, and teacher empathy questionnaire. The results showed that the contributions of each sub-construct in teacher effectiveness in order of their priority are as follows: empathic concern, perspective taking, fantasy, and personal distress. Results from calculating frequency and percentage for classroom environment construct showed that the contributions of each respective sub-construct in teacher effectiveness in order of priority are as follows: participation, personalization, investigation, independence, and differentiation. The findings of the present study can enlighten policy makers and administrators to plan efficient courses of action and take useful steps in training novice teachers.
collection_details	GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2093 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700
container_issue	1
title_short	Investigating the Patterns of Empathy and Classroom Environment Applied by Effective English Language Teachers
url	https://doi.org/10.1515/rjes-2021-0012 https://doaj.org/article/cc1e5e6566564b63aded0b9c2f58d1f7 https://doaj.org/toc/2286-0428
remote_bool	true
author2	Faravani Akram
author2Str	Faravani Akram
ppnlink	780378822
callnumber-subject	PR - English Literature
mediatype_str_mv	c
isOA_txt	true
hochschulschrift_bool	false
doi_str	10.1515/rjes-2021-0012
callnumber-a	PR1-9680
up_date	2024-07-03T19:57:47.888Z
_version_	1803589169072570368
fullrecord_marcxml	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ026258110</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230307100318.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230226s2021 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1515/rjes-2021-0012</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ026258110</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJcc1e5e6566564b63aded0b9c2f58d1f7</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">PR1-9680</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Zohoorian Zahra</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Investigating the Patterns of Empathy and Classroom Environment Applied by Effective English Language Teachers</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2021</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The teachers’ fundamental role in the success of the students is inevitable. Thus, knowing the various traits and personality characteristics of effective teachers can be used as guidelines to foster inexperienced teachers’ teaching quality. Among the required teaching qualities, empathy and classroom environment set up are two vital concepts emphasized by researchers. Accordingly, through relying on mega planning, the present study was conducted to find the patterns of empathy and classroom environment utilized by effective teachers. The participants were 50 teachers and 300 language learners. Three instruments were employed, namely teacher effectiveness questionnaire, classroom environment questionnaire, and teacher empathy questionnaire. The results showed that the contributions of each sub-construct in teacher effectiveness in order of their priority are as follows: empathic concern, perspective taking, fantasy, and personal distress. Results from calculating frequency and percentage for classroom environment construct showed that the contributions of each respective sub-construct in teacher effectiveness in order of priority are as follows: participation, personalization, investigation, independence, and differentiation. The findings of the present study can enlighten policy makers and administrators to plan efficient courses of action and take useful steps in training novice teachers.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">teacher empathy</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">teacher effectiveness</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">classroom environment</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">English literature</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Faravani Akram</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Romanian Journal of English Studies</subfield><subfield code="d">Sciendo, 2015</subfield><subfield code="g">18(2021), 1, Seite 110-136</subfield><subfield code="w">(DE-627)780378822</subfield><subfield code="w">(DE-600)2760369-6</subfield><subfield code="x">22860428</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:18</subfield><subfield code="g">year:2021</subfield><subfield code="g">number:1</subfield><subfield code="g">pages:110-136</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1515/rjes-2021-0012</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/cc1e5e6566564b63aded0b9c2f58d1f7</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1515/rjes-2021-0012</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2286-0428</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_31</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2093</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">18</subfield><subfield code="j">2021</subfield><subfield code="e">1</subfield><subfield code="h">110-136</subfield></datafield></record></collection>
score	7.3996515

Nicht das Richtige dabei?

Schreiben Sie uns!

Investigating the Patterns of Empathy and Classroom Environment Applied by Effective English Language Teachers

Nicht das Richtige dabei?

Zugang & Verfügbarkeit

Vorhandene Bände

Nicht das Richtige dabei?