Intro; Preface; Reference; Acknowledgements; Contents; 1 Adaptive Teaching for Students' Critical and Creative Thinking; Introduction; Implementation and Learning Improvement Science; Bandura's Theory of Social Cognition; Teacher Adaptability; Perceived Autonomy Support; Teacher Self-efficacy; Teacher Adaptive Practices; Overview of This Research Brief; References; 2 Literature Review; A Conceptual Model of Adaptive Teaching for Student Critical and Creative Thinking; Teachers' Sense of Adaptability; Teachers' Sense of Self-efficacy; Perceived Autonomy Support; Teacher Adaptive Practices

Research Questions and HypothesesConclusion; References; 3 Classroom Observation as Method for Research and Improvement; The Epistemological Challenge to Classroom Observation Data; An Argument Approach to Instrument Validation; The Methodological Challenges of Classroom Observation; The High-Stakes Context of Classroom Observation; Test Content; Relationship to Outcomes of Interest; Internal Structure; Standardised Protocols; Consequences; The Learning Improvement Paradigm: A Third Way for Classroom Observation?; Appendix 1: Initial Teacher Adaptive Practice Scale

Appendix 2: Teacher Adaptive Practice ScaleAppendix 3: Adaptive Practice Indicators Mapped to Hattie (2012) and AITSL (2014) Classroom Practice Continuum; Appendix 4: Teacher Adaptive Practices Coding Guide; References; 4 The Relationship of Teacher Adaptability, Self-efficacy and Autonomy to Their Adaptive Practices; Introduction; Methodology; Methods; Sample and Procedures; Measures; Data Analysis; Results; Multi-levelling Modelling with Teacher Constructs; Discussion; Links Between Teacher Adaptive Practices and Perceived Autonomy Support, Teacher Self-efficacy and Teacher Adaptability

Covariate EffectsLimitations and Future Directions; Conclusion; Appendix 1: Teacher Adaptive Practices Coding Guide; References; 5 Teacher Professional Learning Using the Teacher Adaptive Practice Scale; Introduction; Effective Professional Learning; Implementation and Learning Improvement Science; Three Proposed Teacher Professional Learning Models for Teacher Adaptive Practice; Peer and Self-evaluation of Teacher Adaptive Practice; Whole School Focus on Teacher Adaptive Practice; Enhancing Awareness of Personal and Behavioural Adaptability; Conclusion

Appendix 1: Teacher Adaptive Practice Classroom Observation Scoring GuideAppendix 2: Choose Your Own Adventure; Goal; Reality; References; 6 Looking Forward: Next Steps for Teacher Adaptive Practice Research; Introduction; Examining Teacher Effectiveness in Entrepreneurial Education and Training; Personal Determinants of Adaptive Teaching; Behavioural Determinants of Adaptive Teaching; Thoughts on Future Study Methodology; Feasibility; Validity; Reliability; Some Final Thoughts on the Translation of Adaptability into Teacher Practice; References