دورية أكاديمية

An Investigation of the Impacts of Teacher-Driven Professional Development on Pedagogy and Student Learning

التفاصيل البيبلوغرافية
العنوان: An Investigation of the Impacts of Teacher-Driven Professional Development on Pedagogy and Student Learning
اللغة: English
المؤلفون: Colbert, Joel A., Brown, Richard S., Choi, SunHee, Thomas, Steven
المصدر: Teacher Education Quarterly. Spr 2008 35(2):135-154.
الإتاحة: Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Peer Reviewed: Y
Page Count: 20
تاريخ النشر: 2008
نوع الوثيقة: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Teacher Effectiveness, Professional Development, Program Effectiveness, Teacher Role, Teacher Empowerment, Models, Educational Innovation, State Programs, Interviews, Teacher Surveys, Educational Improvement, Educational Policy, Teacher Attitudes
مصطلحات جغرافية: California
تدمد: 0737-5328
مستخلص: Professional development is a common and necessary approach to improving teacher quality. However, while teachers are required to participate in professional development activities, it is often the case that they are not involved in selecting and planning those activities, and that professional development may not be closely tied to classroom practice. The Francis P. Collea Teacher Achievement Award Program (CTAAP) is a professional development model grounded in much of the current literature about professional development. CTAAP provides teachers with the opportunity to make decisions about their professional growth. This article examines the experiences of those teachers and the potential for their professional development experiences to impact pedagogy and student learning. (Contains 3 tables.)
Abstractor: ERIC
Number of References: 24
Entry Date: 2008
URL الوصول: http://www.teqjournal.org/back_issues.htm
رقم الأكسشن: EJ817315
قاعدة البيانات: ERIC