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Where Is the Mathematics? Examining Teachers' Mathematical Learning Opportunities in Practice-Based Professional Learning Tasks
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Silver, Edward A.; Clark, Lawrence M.; Ghousseini, Hala N.; Charalambous, Charalambos Y.; Sealy, Jenny T. – Journal of Mathematics Teacher Education, 2007
Using the work of teaching as a central resource, practice-based approaches to teacher professional development attempt to coordinate and link different facets of teacher knowledge to each other and to the settings in which the knowledge is used. Advocates for practice-based professional development argue that learning experiences that are highly…
Descriptors: Middle School Teachers, Mathematics Teachers, Faculty Development, Professional Development
The Professional Learning of Teachers in Higher Education
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Knight, Peter; Tait, Jo; Yorke, Mantz – Studies in Higher Education, 2006
Educational professional development is a global concern. It is often characterised by event-delivery methods, though there are signs that other approaches are gaining favour. The authors stress the significance of non-formal learning, and the ways in which it can be promoted and enhanced within the activity systems within which teachers in higher…
Descriptors: Foreign Countries, Professional Education, Higher Education, Faculty Development
Effective Preschool Curricula and Teaching Strategies: Executive Summary. Pathways to Early School Success. Issue Brief No. 2
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Klein, Lisa; Knitzer, Jane – National Center for Children in Poverty, 2006
This issue brief, based on a meeting of a group of distinguished researchers, educators, and policymakers convened by the National Center for Children in Poverty (NCCP) explores lessons from research and practice about the role of an intentional curriculum and professional development and supports for teachers in closing the achievement gap for…
Descriptors: Achievement Gap, Poverty, Emergent Literacy, Classroom Environment
Effective Preschool Curricula and Teaching Strategies. Pathways to Early School Success. Issue Brief No. 2
PDF on ERIC Download full text
Klein, Lisa; Knitzer, Jane – National Center for Children in Poverty, 2006
This issue brief, based on a meeting of a group of distinguished researchers, educators, and policymakers convened by the National Center for Children in Poverty (NCCP) explores lessons from research and practice about the role of an intentional curriculum and professional development and supports for teachers in closing the achievement gap for…
Descriptors: Achievement Gap, Poverty, Preschool Education, Emergent Literacy