What Research Tells Us: Common Characteristics of Professional Learning that Leads to Student Achievement

Autor/in	Blank, Rolf K.
Titel	What Research Tells Us: Common Characteristics of Professional Learning that Leads to Student Achievement
Quelle	In: Journal of Staff Development, 34 (2013) 1, S.50-53 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Educational Policy; Change; Teacher Improvement; Teacher Effectiveness; Standards; Faculty Development; Pedagogical Content Knowledge; School Districts; Teacher Education; Academic Achievement; Educational Research; Meta Analysis; Identification; Program Effectiveness; Active Learning; Knowledge Base for Teaching; Mathematics; Instructional Effectiveness; Communities of Practice; Cooperative Learning; Sciences; United States + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Wandel; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Standard; Pädagogische Kompetenz; School district; Schulbezirk; Lehrerausbildung; Lehrerbildung; Schulleistung; Bildungsforschung; Pädagogische Forschung; Meta-analysis; Metaanalyse; Identifikation; Identifizierung; Aktives Lernen; Teaching theory; Theory of teaching; Unterrichtstheorie; Mathematik; Community; Kooperatives Lernen; Science; Wissenschaft; USA
Abstract	Today's education policy places a high priority on improving teacher quality and teaching effectiveness in U.S. schools. Standards-based professional learning requires teachers to have deep subject knowledge and the most effective pedagogy for teaching the subject. States and school districts are charged with establishing teacher professional development programs, some with federal funding support, designed to address the significant needs for improved teacher preparation. The results of a national study of teacher professional development over a two-year period show that, while teachers are experiencing more professional learning than in the past, the country does not have strong data regarding its effectiveness to improve teaching and learning. What follows is a summary of recent research that measures effects of professional learning on student achievement and identifies characteristics of professional learning that produces positive results for teachers and students. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.learningforward.org/news/jsd/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10