Improving Impact Studies of Teachers' Professional Development: Toward Better Conceptualizations and Measures (Article, 2009) [WorldCat.org]
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Improving Impact Studies of Teachers' Professional Development: Toward Better Conceptualizations and Measures
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Improving Impact Studies of Teachers' Professional Development: Toward Better Conceptualizations and Measures

Author: Laura M Desimone
Edition/Format: Article Article : English
Publication:Educational Researcher, v38 n3 p181-199 2009
Other Databases: WorldCatWorldCatWorldCatWorldCat
Summary:
The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers' professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges us to move away from  Read more...
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Details

Document Type: Article
All Authors / Contributors: Laura M Desimone
ISSN:0013-189X
Language Note: English
Unique Identifier: 646331236
Awards:
Target Audience: Researchers

Abstract:

The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers' professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges us to move away from automatic biases either for or against observation, interviews, or surveys in such studies. She argues that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students. (Contains 1 figure and 4 notes.)

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