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Why Does Teacher Learning Vary in Professional Development? Accounting for Organisational Conditions
Peer reviewed
Direct linkKathryn N. Hayes; Linda Preminger; Christine L. Bae – Professional Development in Education, 2024
Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teacher personal characteristics account for only part of this differentiation in learning, and there are unanswered questions regarding how organisational…
Descriptors: Elementary School Teachers, Grade 3, Grade 4, Grade 5
Hollenbeck, Amy Feiker; Kalchman, Mindy – Professional Development in Education, 2013
In this paper we examine American inservice teachers' instructional methods in reading comprehension following professional development (PD), illustrating the prolonged and significant gap between research and practice in the field of reading comprehension. We explore this gap from a conceptual change perspective, positing that some level of…
Descriptors: Reading Comprehension, Teaching Methods, Reading Instruction, Faculty Development
Jones, Elizabeth; Hampton, Eric M.; Brown, Elizabeth M.; Leinenbach, Marylin T. – Professional Development in Education, 2009
Sixty-five fourth-grade, fifth-grade and sixth-grade teachers in the Midwestern United States participated in professional development opportunities designed to increase their mathematics content knowledge and pedagogical knowledge over a two-year series of workshops. Through the use of pre-tests and post-tests assessing content knowledge and…
Descriptors: Mathematics Education, Knowledge Base for Teaching, Workshops, Grade 5
