In this study, in the United States, the authors used multilevel growth modeling to examine the impact of an intensive, year-long professional development program on teacher self-efficacy for formative assessment tasks. They further examined the relationship between self-efficacy and observed implementation of formative assessment practices in the…

The purpose of this mixed methods study was to explore the tensions between what secondary teachers think and believe about assessment and the corresponding actions they take in their classrooms. Of particular interest was the development of Teacher Assessment Identity (TAI) and the impact of experience on TAI. Survey data and semi-structured…

Formative assessment has been shown to have the power to positively affect student achievement, but professional-development initiatives for teachers to substantially develop their formative assessment practices have been frequently unsuccessful. In this study, a random selection of Year-7 teachers participated in a professional-development…

Teacher professional development (TPD) courses can support teachers in building up pedagogical content knowledge (PCK) and in improving the quality of teaching. Therefore, having teachers participate in TPD is of special interest for educational policy. Unfortunately, knowledge about the relation between teachers' PCK and teachers' attendance in…

In this study, the professional learning of two groups of secondary mathematics teachers are compared as they participate in an education research project to explore the uses of iPads within formative assessment processes. Data from lesson observations, meetings and teacher interviews show how collaborative participation in a design research cycle…

Research has identified characteristics of professional development programmes (PDPs) that are important for accomplishing change in teachers' practice and student achievement. However, these characteristics do not predict and guarantee the outcomes of a specific PDP. In the present study the authors investigated whether the expectancy-value…

Teacher effectiveness has a powerful impact on student performance and a teacher evaluation process that supports professional growth can be a key lever for improving teaching quality. The purpose of this study was to examine teacher perspectives on the use of the Australian Professional Standards for Teachers, when used as part of their…

Professional vision is a key ability in the professional development of pre- and in-service teachers as it determines how professionals perceive and interpret situations. The aim of this study was to conceptualize an instrument for professional vision focusing on formative assessment in the context of scientific inquiry. This focus is highly…

The purpose of this qualitative study is to understand how school principals perceive their supervisors' feedback in the formative principal evaluation process. It spotlights the benefits of supervisors giving effective feedback to school principals as a key component in formative evaluations. In addition, it uses a qualitative case-study design…

Objective: In the past decade, several authors have advocated that formative assessment programmes have an impact on teachers' knowledge. Consequently, various requirements have been proposed in the literature for the design of these programmes. Only few studies, however, have focused on a direct comparison between programmes with respect to…

Reading Apprenticeship is a research-based professional learning model and instructional framework designed by the Strategic Literacy Initiative (SLI) at WestEd to improve student literacy and learning. Based on understandings of the close relationship between curricular reform and professional development (Heller & Greenleaf, 2007), Reading…

This study sought to determine how three teachers experienced learning when engaged in ongoing reflective inquiry regarding their teaching beliefs, teaching behaviors, and the comparison of those beliefs and behaviors. Three case studies describe teachers writing educational platforms, comparing their platforms to their classroom behaviors, and…

To explore the affordances of learning progressions (LP) in support of teachers' formal and informal formative assessment (FFA and IFA) practices, we conducted a case study with a fine-grain-sized energy LP. The study first theorises an LP-based formative assessment model, which proposes the use of LPs in clarifying learning objectives, eliciting…

Since 2004, the National Institute for School Leadership (NISL) has offered the Executive Development Program (EDP), a leadership program for sitting school principals that is typically delivered in two-day workshops once per month over 12 months. From its inception through 2018, 15,000 principals across 23 states have participated in the EDP.…

Co-teaching, defined by Friend and Cook (2013) as substantive instruction by two or more professionals of a diverse group of learners in a shared space, has long been a key feature of middle level instruction. This article reports on a four-year formative experiment (Reinking & Bradley, 2008) intended to generate insights to guide teachers'…