The Impact of a Dynamic Approach to Professional Development on Teacher Instruction and Student Learning: Results from an Experimental Study

Autor/inn/en	Antoniou, Panayiotis; Kyriakides, Leonidas
Titel	The Impact of a Dynamic Approach to Professional Development on Teacher Instruction and Student Learning: Results from an Experimental Study
Quelle	In: School Effectiveness and School Improvement, 22 (2011) 3, S.291-311 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Holistic Approach; Program Effectiveness; Teaching Skills; Professional Development; Teaching Methods; Intervention; Teacher Education Programs; Intermode Differences; Pretests Posttests; Teacher Improvement; Teacher Evaluation; Competency Based Teacher Education; Foreign Countries; Elementary Schools; Experimental Programs; Achievement Gains; Teacher Effectiveness; Cyprus + Suchen Sie Ihr Suchwort? Holistischer Ansatz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher appraisal; Lehrerbeurteilung; Ausland; Elementary school; Grundschule; Volksschule; Erprobungsprogramm; Achievement gain; Leistungssteigerung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Zypern
Abstract	This paper argues that Educational Effectiveness Research (EER) should establish closer links with research on teacher professional development. A dynamic integrated approach (DIA) to teacher professional development is proposed. The methods and results of a study comparing the impact of the DIA and the Holistic Approach (HA) to teacher professional development are presented. Teaching skills of 130 teachers and achievement of their students (n = 2356) were measured at the beginning and at the end of the intervention. Teachers found to be at a certain developmental stage were randomly allocated evenly into 2 groups. The first group employed the DIA and the second the HA. Teachers employing the DIA managed to improve their teaching skills more than teachers employing the HA. The use of the DIA also had a significant impact on student achievement. Implications of findings for the use of EER for improvement purposes are drawn. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10