Revisiting Professional Learning Communities to Increase College Readiness

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How researchers see this paper

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Teacher Professional Development Focusing on Pedagogical Content Knowledge (2012, background): “As teacher educators and researchers of teacher knowledge and development, we feel compelled to respond to the ideas of Bausmith and Barry in order to problematize some of the issues raised in their article. To begin with, we agree with the authors on the importance of forms of professional developm”
Implementation of K–12 State Standards for Mathematics and English Language Arts and Literacy (2016, background): “Second, teachers need to be able to understand the content standards deeply in order to represent that content to students at a wide range of achievement levels (Ball and Forzani, 2011; Bausmith and Barry, 2011; Liben and Liben, 2013).”
Extending experiential learning in teacher professional development (2016, background): “While there may be some that believe that directly following professional development teachers can enact substantial changes in the classroom (Bausmith & Barry, 2011), we know that change is a gradual process (Gusky, 2002) and so will the development of innovative practices.”