What makes professional development effective? Results from a national sample of teachers.

Autor/inn/en	Garet, Michael S.; u.a.
Titel	What makes professional development effective? Results from a national sample of teachers.
Quelle	In: American educational research journal, 38 (2001) 4, S. 915-945Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 56; Tabellen 2; Grafiken 1; dokumentarischer Anhang
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312038004915
Schlagwörter	Wissen; Empirische Untersuchung; Fähigkeit; Lehrer; Lehrerausbildung; Lehrerfortbildung; Lernen; Lernmethode; Mathematikunterricht; Effizienz; Qualität; USA
Abstract	This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning. Results ... indicate three core features of professional development activities that have significant, positive effects on teachers' self-reported increases in knowledge and skills and changes in classroom practice: a) focus on content knowledge; b) opportunities for active learning; and c) coherence with other learning activities. ... It is primarily through these core features that the following structural features significantly affect teacher learning: a) the form of the activity (e.g. workshop vs. study group); b) collective participation of teachers from the same school, grade, or subject; and c) the duration of activity. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2003_(CD)