References
- Basow, S. A. (2000). Best and worst professors: Gender patterns in students' choices. Sex Roles, 34, 407-417.
- Basow, S. A., & Silberg, N. T. (1987). Student evaluations of college professors: Are female and male professors rated differently? Journal of Educational Psychology, 79, 308-314.
- Becher, T., & Trowler, P. R. (2001). Academic tribes and territories (2nd ed.). Buckingham: SRHE and Open University Press.
- Beck, C. J. (1993). Nothing special: Living Zen. San Francisco: Harper-Collins.
- Best, J. B., & Addison, W. E. (2000). A preliminary study of perceived warmth of professor and student evaluations. Teaching of Psychology, 27, 60-62.
- Biglan, A. (1973). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57, 195-203.
- Bousfield, W. A. (1940). Students' ratings of qualities considered desirable in college professors. School and Society, 51, 253-256.
- Brophy, J. (1983). Effective classroom management. The School Administrator, 40(7), 33-36.
- Brosh, H. (1996). Perceived characteristics of the effective language teacher. Foreign Language Annals, 29, 125-38.
- Craig, R. (1994). The face we put on: Carl Jung for teachers. Clearing House, 67(4), 189-91.
- Cravens, T. F. (1996). Students' perceptions of the characteristics of teaching excellence. Paper presented at the National Social Science Conference, Reno, NV.
- Feldman, K. A. (1986). The perceived instructional effectiveness of college teachers as related to their personality and attitudinal characteristics: A review and synthesis. Research in Higher Education, 24, 139-213.
- Girard, D. (1977). Motivation: The responsibility of the teacher. ELT Journal, 31, 97-102.
- Guerrero, L. K., & Miller, T. (1998). Associations between nonverbal behaviors and initial impressions of instructor competence and course content in videotaped distance education courses. Communication Education, 47(1), 30-42.
- Hammadou, J., & Bernhardt, E. (1987). On being and becoming a foreign language teacher. Theory into Practice, 26, 301-306.
- Harry, B., & Klingner, J. (2006). Why are there so many minority students in special education? Understanding race and disability in schools. New York City: Teachers College Press, Columbia University.
- Haskvitz, A. (2007). Eleven traits of a good teacher. Retrieved June 28, 2010, from http://carfamily.wordpress.com/2007/02/18/11-traits-of-a-good-teacher/
- Hativa, N., & Marincovich, M. (Eds.). (1995). Disciplinary differences in teaching and learning: Implications for practice. San Francisco, CA: Jossey-Bass Inc. Publishers.
- McBer, H. (2000). Research into teacher effectiveness: A model of teacher effectiveness. Nottingham: DfEE.
- King Rice, J. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. Retrieved June 21, 2010, from http://www.epinet.org/content.cfm/books_teacher_quality_execsum_intro
- Klingner, J. K., Artiles, A. J., Kozleski, E., Harry, B., Zion, S., Tate, W., Duran, G. Z., & Riley, D. (2005). Addressing the disproportionate representation of culturally and linguistically diverse students in special education through culturally responsive educational systems. Education Policy Analysis Archives, 13(38), 1-39.
- Kumaravadivelu, B. (1992). Macrostrategies for the second/foreign language teacher. The Modern Language Journal, 76(1), 41-49.
- Langer, J. A. (1994). Teaching disciplinary thinking in academic coursework. In J. N. Mangieri & C. Collins-Block (Eds.), Creating powerful thinking in teachers and students: Diverse perspectives (pp. 81-109). Fort Worth, TX: Harcourt Brace College Publishers.
- Marsh, H. W., & Roche, L. A. (1997). Making students' evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility. American Psychologist, 52, 1187-1197.
- Mori, Y. (1999). Epistemological beliefs and language learning beliefs: What do language learners believe about their learning? Language Learning, 49, 377-415.
- Neumann, R. (2001). Disciplinary differences and university teaching. Studies in Higher Education, 26, 135-46.
- Palmer, P. J. (1990). Good teaching: A matter of living the mystery. Essays on teaching excellence. Retrieved December 13, 2010, from http://www.ucet.uft.edu/ProgramService/topic4-7.htm
- Griffiths, P. (2009). Introduction to teaching IELTS. Retrieved December 20, 2009, from http://www.ielts.school.nz/teach.htm
- Prodromou, L. (1991). The good language teacher. English Teaching Forum, 29, 2-7.
- Radmacher, S. A., & Martin, D. J. (2001). Identifying significant predictors of student evaluations of faculty through hierarchical regression analysis. Journal of Psychology, 135, 259-268.
- Sanders, W., & Rivers, J. (1996). Cumulative and residual effects of teachers on future student academic achievement. Retrieved June 28, 2007, from http://mdk12.org/practices/ensure/tva/tva_2.html
- Saphier, J., & Gower, R. (1997). The skilful teacher: Building your teaching skills (5th ed.). Carlisle, MA: Research for better teaching, Inc.
- Suwandee, A. (1995). Students' perceptions of university instructors' effective teaching characteristics. SLLT Journal, 5, 6-22.
- Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University Press.
- Voltz, D., Brazil, N., & Scott, R. (2003). Professional development for culturally responsive instruction: A promising practice for addressing the disproportionate representation of students of color in special education. Teacher Education and Special Education, 26(1), 63-73.
- Walls, R. T., Nardi, A. H., von Minden, A. M., & Hoffman, N. (2002). The characteristics of effective and ineffective teachers. Teacher Education Quarterly, 29, 37-48.
- Weinstein, C., Tomlinson-Clarke, S., & Curran M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55(1), 25-38.