Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Educational Change | 3 |
| Hierarchical Linear Modeling | 3 |
| Longitudinal Studies | 3 |
| Academic Achievement | 1 |
| Administrator Characteristics | 1 |
| Alignment (Education) | 1 |
| Coding | 1 |
| Data | 1 |
| Elementary School Teachers | 1 |
| English (Second Language) | 1 |
| Evidence Based Practice | 1 |
| More ▼ | |
Author
| Correnti, Richard | 1 |
| Kisa, Zahid | 1 |
| Maulana, Ridwan | 1 |
| Opdenakker, Marie-Christine | 1 |
| Yoon, Sun Young | 1 |
| den Brok, Perry | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Elementary Education | 1 |
| Elementary Secondary Education | 1 |
| Secondary Education | 1 |
Audience
Location
| Indonesia | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkKisa, Zahid; Correnti, Richard – Educational Evaluation and Policy Analysis, 2015
The research on professional development (PD) consists mostly of studies utilizing cross-sectional data. We examined effects of change in school-level PD on change in teachers' practice longitudinally. Using survey reports from 1,722 teachers in 31 schools implementing a popular comprehensive school reform (America's Choice), we found that…
Descriptors: Faculty Development, Educational Change, Longitudinal Studies, Fidelity
Yoon, Sun Young – Leadership and Policy in Schools, 2016
This study investigates: (1) how principals' data-driven practices may vary by principals' and school backgrounds and how that changes over time; (2) how principals' data-driven practices influence teacher buy-in; and (3) how principals' data-driven practices and teachers' buy-in influence student outcomes. This study uses data from the Study of…
Descriptors: Principals, Evidence Based Practice, Data, Educational Change
Maulana, Ridwan; Opdenakker, Marie-Christine; den Brok, Perry – Teachers and Teaching: Theory and Practice, 2015
Teaching is undoubtedly complex and the complexity of classroom practice implies that the structure of lessons making up teaching may differ and subject to change over time. The aims of this study were to investigate changes in observed lesson structure, and explore the effects of several teacher and contextual characteristics on differences in…
Descriptors: Foreign Countries, Teaching Methods, Lesson Plans, Instructional Design
