Examining Teacher, School, and Program Moderators in the Context of Teacher Professional Development Studies

Autor/inn/en	Phelps, Geoffrey; Jones, Nathan; Liu, Shuangshuang; Kisa, Zahid
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Examining Teacher, School, and Program Moderators in the Context of Teacher Professional Development Studies
Quelle	(2014), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Influences; Faculty Development; Program Evaluation; Teacher Evaluation; Elementary School Teachers; Middle School Teachers; Pretests Posttests; Teacher Characteristics; Mathematics Education; Computation; Change; District of Columbia; United States + Suchen Sie Ihr Suchwort? Influence; Einfluss; Einflussfaktor; Programme evaluation; Programmevaluation; Teacher appraisal; Lehrerbeurteilung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Mathematische Bildung; Wandel; USA
Abstract	A variety of factors have converged in the last decade to focus attention on the need for more rigorous designs of professional development (PD). Teacher development is increasingly viewed as one of the primary levers for improving teaching quality and ultimately student achievement. The authors present data from the Teacher Knowledge Assessment System (TKAS), which is designed to administer the Learning Mathematics for Teaching (LMT) measures. TKAS is being widely adopted in the evaluation of PD programs with over 500 separate program administrations and 16,000 teachers representing every major region in the country. The study findings provided potential guidance for the design of studies using teacher knowledge as an outcome measure. Also, the results provide context relevant guidelines (e.g., test outcome, characteristics of teachers, school or program) that researchers may use individually or in combination to design studies and/or assess the practical impact of teacher PD interventions. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01