What makes professional development effective? Strategies that foster curriculum implementation.

Autor/inn/en	Penuel, William R.; Fishman, Barry J.; Yamaguchi, Ryoko
Titel	What makes professional development effective? Strategies that foster curriculum implementation.
Quelle	In: American educational research journal, 44 (2007) 4, S. 921-958Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/0002831207308221
Schlagwörter	Wissen; Empirische Untersuchung; Fertigkeit; Beruf; Fertigkeit; Lehrer; Lehrerfortbildung; Naturwissenschaftlicher Unterricht; Unterricht; Wissen; Berufsbildung; USA; Lehrer; Lehrerfortbildung; Bildungsprogramm; Unterricht; Naturwissenschaftlicher Unterricht; Berufsbildung; Beruf; Fortbildung; Effektivität; Effektivität; Umsetzung; USA
Abstract	This study uses a sample of 454 teachers engaged in an inquiry science program to examine the effects of different characteristics of professional development on teachers' knowledge and their ability to implement the program. The authors analyzed results from a survey of teachers served by 28 professional development providers within a hierarchical linear modeling framework. Consistent with findings from earlier studies of effective professional development, this study points to the significance of teachers' perceptions about how coherent their professional development experiences were for teacher learning and program implementation. The authors also found that the incorporation of time for teachers to plan for implementation and provision of technical support were significant for promoting program implementation in the program. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/4