Teachers' Voices: Perceptions of Effective Professional Development and Classwide Implementation of Self-Regulated Strategy Development in Writing

Autor/inn/en	McKeown, Debra; Brindle, Mary; Harris, Karen R.; Sandmel, Karin; Steinbrecher, Trisha D.; Graham, Steve; Lane, Kathleen Lynne; Oakes, Wendy Peia
Titel	Teachers' Voices: Perceptions of Effective Professional Development and Classwide Implementation of Self-Regulated Strategy Development in Writing
Quelle	In: American Educational Research Journal, 56 (2019) 3, S.753-791 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harris, Karen R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218804146
Schlagwörter	Teacher Attitudes; Faculty Development; Instructional Effectiveness; Elementary School Teachers; Grade 2; Grade 3; Self Management; Intervention; Learning Strategies; Writing Instruction; Outcomes of Education; Evidence Based Practice; Rural Schools; College School Cooperation; Partnerships in Education; Student Reaction + Suchen Sie Ihr Suchwort? Lehrerverhalten; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Selbstmanagement; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schreibunterricht; Lernleistung; Schulerfolg; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Hochschulpartnerschaft; Schülerkritik
Abstract	Despite consensus regarding critical design elements for professional development (PD), numerous PD studies have not shown anticipated effects for teachers or students. Mixed methods studies investigating when and why PD is successful are needed. The qualitative study reported here was part of a larger, mixed methods study of PD for self-regulated strategy development (SRSD) in writing; the randomized controlled trial found significant and meaningful outcomes for teachers and students. In the current qualitative study, 14 Grades 2 and 3 teachers discussed semistructured, open-ended questions in small focus groups regarding their experiences with, reactions to, and evaluations of aspects and components of PD and SRSD. These teachers' voices contribute to our understanding of critical aspects of effective PD as well as SRSD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01