Effective Teacher Professional Development

Published: June 1, 2017

Este documento revisa 35 estudios meticulosos que han demostrado un vinculo positivo entre el desarrollo profesional docente, las practicas docentes y los resultados academicos de estudiantes. Se identificaron caracteristicas principales iniciativas efectivas se ofrecen descripciones completas estos modelos para informar a dirigentes educativos formuladores politicas buscan potenciar mejorar aprendizaje escolar.

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The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence

Review of Educational Research, Journal Year: 2018, Volume and Issue: 88(4), P. 547 - 588

Published: Feb. 22, 2018

Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher and conduct meta-analyses estimate mean effect programs teachers’ instructional practice students’ academic achievement. Combining results across 60 studies that employ causal research designs, we find pooled sizes 0.49 standard deviations (SD) instruction 0.18 SD Much this evidence comes from literacy for prekindergarten elementary school teachers in United States. Although these findings affirm potential development tool, further analyses illustrate challenges taking scale while maintaining effectiveness. Average effects effectiveness trials larger are only fraction found efficacy smaller programs. conclude by discussing ways address scale-up implementation providing guidance future studies.

Language: Английский

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Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds

Teaching and Teacher Education, Journal Year: 2017, Volume and Issue: 68, P. 99 - 113

Published: Sept. 7, 2017

Robust evidence of the effectiveness professional development for teachers is limited. This study tested a pedagogy-based, collaborative PD approach impact on quality teaching. A cluster randomised controlled trial involving eight at each 24 schools found significant positive effects teaching (d = 0.4), independent school type (primary/secondary), location (urban/rural), and years experience. These were sustained six months later. Qualitative data are used to illustrate mechanisms underpinning success intervention. illuminates how support teacher learning measurable impacts morale.

Language: Английский

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A Framework for the Facilitation of Teachers’ Analysis of Video

Journal of Teacher Education, Journal Year: 2014, Volume and Issue: 65(4), P. 340 - 356

Published: May 6, 2014

Video is being used more widely in professional development to help teachers learn notice and systematically analyze teaching practice. captures the authenticity complexity of can promote examination classroom interactions a deliberate focused way. However, simply viewing video does not ensure teacher learning. An important question concerns how facilitate substantive analysis practice with so that it becomes productive learning tool for teachers. In this study, we examine in-the-moment moves facilitators make two different video-based programs offer framework facilitation video. We then patterns across both contexts identify practices are unique goals each setting. The findings from study have implications design developing knowledge base education.

Language: Английский

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Identifying the characteristics of effective teacher professional development: a critical review

School Effectiveness and School Improvement, Journal Year: 2020, Volume and Issue: 32(1), P. 47 - 63

Published: May 28, 2020

Several influential reviews and two meta-reviews have converged on the position that teacher professional development (PD) is more effective when it sustained, collaborative, subject specific, draws external expertise, has buy-in from teachers, practice based. This consensus view now been incorporated in government policy official guidance several countries. paper reassesses evidence underpinning consensus, arguing which based important methodological weaknesses, they employ inappropriate inclusion criteria depend an invalid inference method. The therefore likely to be inaccurate. It argued researchers would make progress identifying characteristics of by looking for alignment between basic research human skill acquisition features rigorously evaluated PD interventions.

Language: Английский

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Evaluating the Implementation of the Pyramid Model for Promoting Social-Emotional Competence in Early Childhood Classrooms

Topics in Early Childhood Special Education, Journal Year: 2016, Volume and Issue: 36(3), P. 133 - 146

Published: June 11, 2016

We conducted a potential efficacy trial examining the effects of classroom-wide implementation Pyramid Model for Promoting Young Children’s Social-Emotional Competence on teachers’ practices and children’s social-emotional skills challenging behavior. Participants were 40 preschool teachers 494 children. Using randomized controlled design, 20 received professional development (PD) intervention to support their practices. The in control condition workshops after all study-related data collected. Teachers who PD significantly improved relative teachers. Children classrooms rated as having better social fewer behaviors children classrooms. Exploratory analyses showed that at elevated risk behavior disorders had improvements observed interaction similar

Language: Английский

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What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework

Sport Education and Society, Journal Year: 2015, Volume and Issue: 22(7), P. 799 - 811

Published: Sept. 14, 2015

It is widely argued that continuing professional development (CPD) for physical education (PE) teachers important, yet questions remain about 'effective' CPD. We consider these afresh from a Deweyan perspective. An overview of the CPD/PE-CPD literature reveals conflicting positions on as learners. Considering nature contemporary PE, and learning needs teachers, we argue different model PE-CPD required to reflect dynamic practice. propose John Dewey's classic concept 'education growth' underpin new conceptual framework design, delivery evaluation PE-CPD. will not be found in formal policies, structures processes, however, well-intentioned, unless it (i) focuses dazzling complexity process, (ii) prioritises context challenges; (iii) bridges research/theory–practice innovative ways; (iv) nurtures career-long growth PE teachers.

Language: Английский

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The effects of expert scaffolding in elementary science professional development on teachers’ beliefs and motivations, instructional practices, and student achievement.

Journal of Educational Psychology, Journal Year: 2015, Volume and Issue: 108(1), P. 21 - 42

Published: May 11, 2015

Curriculum materials explicitly designed to foster teacher learning represent a prominent route professional development (PD) for teachers. However, it is unclear whether PD can be delivered successfully in the form of self-study curriculum materials, or has scaffolded additionally by an expert. This study investigated effects expert scaffolding science-related elementary school teachers with regard proximal outcomes (i.e., beliefs and motivations), instructional quality, student achievement. Moreover, mediation through teachers’ instruction was examined. Seventy-three 1,039 students participated study. Expert implemented 3-tiered way: A first group (18 teachers) received extensive scaffolding, second provided reduced third no only (self-study group). baseline (19 did not participate completed questionnaires on only. Scaffolded significantly superior terms motivation, Contrary our hypothesis, were mediated small extent beliefs. emerged as substantial mediator The results highlight advantages additional based preparation teaching science. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Language: Английский

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Teacher Professional Development: International Perspectives and Approaches

Psychology Society & Education, Journal Year: 2017, Volume and Issue: 7(3)

Published: Aug. 25, 2017

Nations around the world are currently embarked in deep reforms of their education systems.There is widespread agreement among policymakers, scholars, and educators that one keys for success during these promoting professional development (PD) in-service teachers.Every year, governments invest astronomical amounts money on teacher continuous learning.However, literature shows much PD offered to teachers inefficient, having small or no effect teaching practices and/or student learning.This monograph describes perspectives approaches five nations heavily committed research practice this field.Understanding how structured may guide others designing more favorable learning opportunities teachers.The article from United States provides a general framework regarding features high-quality offers examples recent effective initiatives.The four following articles describe models Australia, Hong Kong, Finland, Singapore, highest-achievers presently.Because high priority nations, strong infrastructures have been built meet teachers' needs interests.The closes with contribution Spain, country where journal Psychology, Society Education edited.The author discusses prior reflects ideas presented could improve other particularly Spain.

Language: Английский

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Research‐Practice Partnerships: Building Two‐Way Streets of Engagement

Social policy report, Journal Year: 2017, Volume and Issue: 30(4), P. 1 - 17

Published: Aug. 1, 2017

P eople have long bemoaned the silos of research and practice.Researchers express frustration that practitioners do not use or misuse research.Practitioners respond is relevant to their work, easily accessible understood.Research-Practice Partnerships (RPPs) across country are seeking undo these patterns.Many partnerships involve agencies working in longterm collaboration with external researchers.Others between program offi ces within government agencies.In this paper, we discuss how challenge researchers work together new ways order improve education human services, ultimately enhance child youth outcomes.Discussion covers various types partnerships, strategies conditions for success, exemplar models.

Language: Английский

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