Literaturnachweis - Detailanzeige
| Autor/inn/en | Kelly, Cara L.; Brock, Laura L.; Swanson, Julie Dingle; Russell, Lara Walker |
|---|---|
| Titel | Teacher Engagement Scale for Professional Development |
| Quelle | In: Journal of Educational Issues, 8 (2022) 1, S.261-278 (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Elementary School Teachers; Faculty Development; Teacher Attitudes; Coaching (Performance); Intervention; Teacher Behavior; Teacher Effectiveness; Classroom Environment; Self Efficacy; Psychological Patterns; Teacher Expectations of Students; Measures (Individuals); Classroom Assessment Scoring System |
| Abstract | Teacher professional development aims to bolster effective instructional practices that enhance student learning. The development of the Sustained Investment and Teacher Engagement Scale for Professional Development (SITES-PD) grew out of a need to understand how teachers respond to opportunities for professional learning in ways that contribute to skill improvement. One hundred and eight elementary teachers participated in a sustained professional development coaching intervention. Prior to and following the intervention, data were collected from multiple sources (e.g., teacher report, blind classroom observations). For the development of this instrument, coaches rated teacher engagement with opportunities for professional learning. Exploratory factor analysis reveals a one factor solution and that a summed composite of eight items is appropriate. Reliability and validity results suggest the SITES-PD instrument may be a useful tool for investigating the underlying mechanisms that mediate the efficacy of teacher professional development interventions. (As Provided). |
| Anmerkungen | Macrothink Institute. 5348 Vegas Drive, Unit 825, Las Vegas, Nevada 89108. Tel: 702-953-1852; Fax: 702-420-2900; e-mail: info@macrothink.org; Web site: http://www.macrothink.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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