Examining Teacher, School, and Program Moderators in the Context of Teacher Professional Development Studies.
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Author(s): Phelps, Geoffrey; Jones, Nathan; Liu, Shuangshuang; Kisa, Zahid
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 Descriptors: Influences; Faculty Development; Program Evaluation; Teacher Evaluation; Elementary School Teachers; Middle School Teachers; Pretests Posttests; Teacher Characteristics; Mathematics Education; Computation; Change
Publisher: Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: firstname.lastname@example.org; Web site: http://www.sree.org
Source: Society for Research on Educational Effectiveness
ERIC Number: ED562735
Record Type: Non-Journal
Publication Type: Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
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|Author:||Phelps, Geoffrey; Jones, Nathan; Liu, Shuangshuang; Kisa, Zahid|
|Date:||Jan 1, 2014|
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