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How Does Professional Development Improve Teaching?
Kennedy, Mary M.
Review of educational research, 2016-12, Vol.86 (4), p.945-980
[Revista revisada por pares]
Los Angeles, CA: SAGE Publications
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Título:
How Does Professional Development Improve Teaching?
Autor:
Kennedy, Mary M.
Materias:
Academic Achievement
;
Comparative Analysis
;
Computer Assisted Instruction
;
Educational Improvement
;
Elementary School Teachers
;
Elementary Secondary Education
;
Experimental Groups
;
Faculty Development
;
General Education
;
Instructional
Effectiveness
;
Instructional
Improvement
;
Learning
;
Literature Reviews
;
Pedagogy
;
Professional development
;
Program
Effectiveness
;
Program Implementation
;
Quality of education
;
Research Design
;
Secondary School Teachers
;
Statistical Analysis
;
Teacher
Effectiveness
;
Teacher Improvement
;
Teachers
;
Teaching
;
Teaching Methods
Es parte de:
Review of educational research, 2016-12, Vol.86 (4), p.945-980
Descripción:
Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs' underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective. However, the pedagogies used to facilitate enactment differ in their effectiveness. Finally, the review addresses the question of research design for studies of professional development and suggests that some widely favored research designs might adversely affect study outcomes.
Editor:
Los Angeles, CA: SAGE Publications
Idioma:
Inglés
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