Effects of Professional Support in School Improvement

Autor/inn/en	Kuijpers, J. M.; Houtveen, A. A. M.; van de Grift, W. J. C. M.
Titel	Effects of Professional Support in School Improvement
Quelle	In: Educational Studies, 45 (2019) 1, S.113-130 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kuijpers, J. M.) ORCID (Houtveen, A. A. M.) ORCID (van de Grift, W. J. C. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2018.1443798
Schlagwörter	Professional Development; Educational Improvement; Teacher Improvement; Teacher Effectiveness; Facilitators (Individuals); Coaching (Performance); Intervention; Program Implementation; Supervision; Teacher Attitudes; Knowledge Base for Teaching + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	At a time when much attention is being paid to teachers' effectiveness, there is little regard for the effectiveness of their professional support. Although professional development facilitators are frequently involved in school improvement projects, little is known about the interventions they should carry out and the effectiveness of these interventions. In this study, five facilitators' interventions are operationalised. Multilevel regression analyses show, that the intervention "guiding the process" explains a significant part of variance in teachers' "knowledge", "attitude" and "concerns" with respect to an innovation and the degree of "implementation". The interventions "team training and coaching", "creating conditions for innovation at school level" and "individual coaching" explain a significant part of variance in teachers' "knowledge" with respect to an innovation. In general, it appears that professional development facilitators have "considerable" influence on teachers' "knowledge and concerns" and "reasonable" influence on teachers' "attitude" and the degree of "implementation". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01