Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners

By H. Timperley, A. Alton-Lee. 2008

319 citations recorded by the source corpus.

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Citations in the corpus

"Together we are better": Professional learning networks for teachers (2016, background): “7 thus remains a need for more “insight into how informal learning can be supported, encouraged, and developed” (Kyndt et al., 2016, p. 2). In recent years, many educators have begun to access online spaces to extend their informal learning activities into the digital realm. Jenkins and colleagues (”
Teacher Beliefs and Technology Integration. (2013, background): “In addition, this process of evaluations can contribute to building the leadership that connects policy for professional development to the evidence of what teachers need to know to improve beliefs and improve teaching practice (Timperley & Alton-Lee, 2008).”
Schools as professional learning communities: what can schools do to support professional development of their teachers? (2019, result): “Research on teachers’ professional development has generally yielded disappointing results with teacher professional learning activities often being characterised as ineffective (cf., Borko 2004, Timperley and Alton-Lee 2008, Desimone 2009).”
Improving Teacher Feedback During Active Learning (2014, background): “Several researchers have argued that this problem stems from a lack of recognition of how teacher learning is embedded in professional practices (e.g., Borko, 2004; Timperley & Alton-Lee, 2008).”
Teacher learning in the context of a continuing professional development programme: A case study (2015, unknown): “…assessment of their professional needs (Mansour et al., 2014) and with regard to their initial feedback behaviour and beliefs (e.g. Borko, 2004; Timperley & Alton-Lee, 2008) were selected in order to describe a range of different learning activities, regulation activities, and problematic…”
The role of teachers’ orientation to learning in professional development and change: A national study of teachers in England (2011, background): “…to live up to its improvement promise and how it can do so in the future (See for example, Meiers and Ingvarson, 2005 in Australia; Piesanen, Kiviniemi, & Valkonen, 2007 in Finland; Timperely & Alton-Lee, 2008 in New Zealand; and Garet, Porter, Desimone, Birman, & Yoon, 2001 in the United States).”
The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types (2008, background): “Increased leadership of this sort could be counterproductive if it is done without reference to the evidence about the particular qualities and processes of teacher professional development that produce effects on the students of the participating teachers (Timperley & Alton-Lee, 2008).”
The Interpersonal Challenges of Instructional Leadership (2015, background): “…might also know that critical inquiry into the teaching–achievement relationship is an important part of effective professional learning communities (Timperley & Alton-Lee, 2008) but lack the skills to change the culture of “comfortable collegiality” that has developed in their staff’s…”
Teachers’ motivation to learn: implications for supporting professional growth (2018, background): “Findings from this body of research strongly suggest that ‘rewards’ are not effective, especially for promoting teacher learning, increased student achievement and improved classroom practices (Knapp et al. 1995, Odden et al. 2000, Timperley and Alton-Lee 2008, Yuan et al. 2013).”
Canadian In-Service Teachers' Concerns, Efficacy, and Attitudes about Inclusive Teaching. (2014, background): “Weisel and Dror (2006) found that teacher efficacy was the strongest predictor of positive teacher attitudes toward inclusion, and Chhabra, Srivastava, and Srivastava (2010) found a significant negative correlation between teacher concerns and attitudes.”
Forging the links between distributed leadership and educational outcomes (2008, background): “We know from a recent meta-analysis of the impact of professional learning opportunities on the students of participating teachers, that aspects of the context, content, learning activities and learning processes associated with these opportunities, make a discernible difference to their effectivene”
How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching (2015, background): “…requires more than mandates (McDonnell & Elmore, 1987; Schneider & Ingram, 1990); rather, teachers need adequate resources and support, in the form of professional learning opportunities to grow their capacity for instructional change (Cohen & Hill, 2001; Elmore, 2002; Timperley & Alton-Lee, 2008).”
Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning (2013, background): “I have also noted the challenge of demonstrating transformation or change on the part of the teacher and, in line with Timperley and Alton-Lee (2008), I have noted the need, but cannot claim evidence, for the impact of teacher learning on student learning.”