An Integrative Approach to Professional Development to Support College- and Career- Readiness Standards

Autor/inn/en	Pak, Katie; Desimone, Laura M.; Parsons, Arianna
Titel	An Integrative Approach to Professional Development to Support College- and Career- Readiness Standards
Quelle	In: Education Policy Analysis Archives, 28 (2020) 111, (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Professional Development; School Districts; Educational Policy; Academic Standards; Administrator Attitudes; English Language Learners; Students with Disabilities; Superintendents; Central Office Administrators; Educational Change; Regular and Special Education Relationship; Communities of Practice; Active Learning; State Standards; Sustainability; Inclusion; Coaching (Performance); Elementary Secondary Education; Educational Cooperation; College Readiness; Career Readiness; Program Implementation; California; Texas; Kentucky; Ohio; Massachusetts + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Politics of education; Bildungspolitik; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schulrat; Bildungsreform; Community; Aktives Lernen; Nachhaltigkeit; Inklusion; Education; cooperation; Kooperation; Kalifornien; Master-Studiengang
Abstract	Though scholars agree that professional development (PD) is a key mechanism for implementing education policies that call for teacher change, and that PD generally needs to be content-focused, active, collaborative, coherent, and sustained, the application of this framework has yielded mixed results. In this qualitative study, we employed structured interviewing methods to explore how district leaders across five states are implementing college- and career- readiness (CCR) standards across the United States by creatively adapting and integrating the features of this PD framework in order to meet the demands of this mandated educational policy. We illustrate a revised model for how 70 district officials are conceptualizing these features of PD to support CCR standards-based learning. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01