Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers' Practice
Item
Title
Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers' Practice
Abstract/Description
Recent education reform has emphasized the importance of teacher learning in improving classroom instruction and raising student achievement. This article focuses on teachers' learning opportunities, including formal professional development and on-the-job learning that occurs through interactions with colleagues. Using data from 30 elementary schools in a mid-sized urban school district, the authors concurrently explore the relationships between teachers' formal professional development and on-the-job learning opportunities and instructional change. Results suggest that formal professional development and on-the-job opportunities to learn are both significantly associated with changes in teachers' instructional practice in mathematics and English language arts.
Author/creator
Date
In publication
Volume
110
Issue
3
Pages
323-346
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0013-5984
DOI
URL
Citation
Parise, L. M., & Spillane, J. P. (2010). Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers’ Practice. The Elementary School Journal, 110(3), 323–346. https://doi.org/10.1086/648981
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