Effective and Scalable Teacher Professional Development: A Report of the Formative Research and Development. Research Report. ETS RR-08-65

Autor/inn/en	Wylie, E. Caroline; Lyon, Christine J.; Mavronikolas, Elia
Titel	Effective and Scalable Teacher Professional Development: A Report of the Formative Research and Development. Research Report. ETS RR-08-65
Quelle	In: ETS Research Report Series, (2008), (69 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Qualitative Research; Communities of Practice; Faculty Development; Formative Evaluation; Mathematics Teachers; Secondary School Teachers; Summer Programs; Workshops; Algebra; Middle Schools; High Schools; Observation; Mathematics Instruction; Surveys; Interviews + Suchen Sie Ihr Suchwort? Qualitative Forschung; Community; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Sommerkurs; Lernwerkstatt; Schulung; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Beobachtung; Mathematics lessons; Mathematikunterricht; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik
Abstract	This study is a qualitative analysis of data collected during a yearlong series of teacher learning community meetings and classroom observations. The participants are middle and high school mathematics teachers from 2 school districts. Teachers were introduced to the research behind formative assessment and how to apply that research to their teaching during a 3-day summer workshop. Teachers then met monthly in small school-based groups to deepen their understanding of formative assessment and to talk about their own classroom experiences. The analyses focused on how teachers' understanding changed over time, how the teacher learning communities supported the teachers, how learning translated into classroom practice, and the factors that supported or hindered the development of teachers' understanding and practice. Lessons learned during the study itself and from subsequent analyses of the data had a significant impact on the development of ETS's "Keeping Learning on Track"® program. (As Provided).
Anmerkungen	Educational Testing Service. Rosedale Road, MS19-R Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/research/policy_research_reports/ets
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01