Literaturnachweis - Detailanzeige
| Autor/inn/en | Howley, Aimee; Howley, Craig B. |
|---|---|
| Titel | High-Quality Teaching: Providing for Rural Teachers' Professional Development |
| Quelle | In: Rural Educator, 26 (2005) 2, S.1-5 (5 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0273-446X |
| Schlagwörter | Rural Schools; Research Utilization; Politics of Education; Teacher Effectiveness; Professional Development; Academic Achievement; Instructional Improvement; Pedagogical Content Knowledge |
| Abstract | Policymakers and educators see professional development as a way to improve the quality of instruction in classrooms across the nation, but the empirical literature linking professional development to improved student achievement is extremely thin. Logically, though, it would seem that the right kinds of professional development would improve instruction, and that better instruction would result in higher student achievement. Very limited empirical evidence suggests that such linkages may exist. In this article, the authors review relevant principles of organizational learning; the importance of knowledge of subject matter; and how rural circumstances interact with other professional development considerations. (Author). |
| Anmerkungen | National Rural Education Association. Rural Educator, University of Nevada, Las Vegas, 4505 Maryland Parkway Box 453002, Las Vegas, NV 89154-3002. Tel: 702-895-3478; Fax: 702-895-3492; e-mail: ruraleducator@ccmail.nevada.edu; Web site: http://www.unlv.edu/journals/ruraleducator/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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