Literaturnachweis - Detailanzeige
| Autor/inn/en | Darling-Hammond, Linda; Hyler, Maria E.; Gardner, Madelyn |
|---|---|
| Institution | Learning Policy Institute |
| Titel | Effective Teacher Professional Development. Research Brief |
| Quelle | (2017), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Faculty Development; Teacher Competencies; Teaching Methods; Active Learning; Evidence Based Practice; Coaching (Performance); Feedback (Response); Communities of Practice; Course Content; Teacher Collaboration; Inservice Teacher Education; Educational Technology; Technology Uses in Education; Reading Programs; Intervention; Elementary Secondary Education |
| Abstract | Teacher professional learning is of increasing interest as one way to support the increasingly complex skills students need to succeed in the 21st century. However, many teacher professional development initiatives appear ineffective in supporting changes in teacher practices and student learning. To identify the features of effective professional development, this paper reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. It identifies features of these approaches and offers descriptions of these models to inform those seeking to understand how to foster successful strategies. [This brief was written with assistance from Danny Espinoza. For the full report, see ED606743.] (As Provided). |
| Anmerkungen | Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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