Literaturnachweis - Detailanzeige
| Autor/in | Killion, Joellen |
|---|---|
| Titel | Lesson's from Research |
| Quelle | In: Journal of Staff Development, 35 (2014) 1, S.65-66 (3 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0276-928X |
| Schlagwörter | Professional Development; Instructional Improvement; Teacher Collaboration; Educational Practices; Writing Instruction; Teacher Surveys; Teacher Certification; Evidence; Communities of Practice; Learning Experience; Academic Achievement; Outcomes of Education; Longitudinal Studies |
| Abstract | The study reviewed in this article provides empirical evidence that effective professional development has a positive and significant impact on instructional practices, not only for those who directly experience professional development, but also for colleagues who receive help and support from those who have participated directly and thus gained expertise. It examined the knowledge, flow, and spillover effects of teachers' professional development on their peers' instructional practices in writing across multiple disciplines. The current study used data from three school years, 2007-10, which were part of a larger longitudinal evaluation study of the National Writing Project's school partnership. The benefits of teacher collaboration within and across schools are well-known. This study provides empirical evidence about the benefits of teacher interaction as a mechanism to diffuse the effects of professional development (the term used throughout this study) to improve instructional practices. (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 |
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