Reassembling teacher professional development: the case for Quality Teaching Rounds

By J. Bowe, J. Gore. 2016

90 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/3cfea1ac4bab6c58722abb1114a7d0f175b9f1a1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. J. Gore
2. Barry J. Fishman
3. C. Dede
4. D. Lubans
5. J. Bowe

Citations in the corpus

• Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform (2018, background): “Besides more formal PD activities, teacher participation in collaborative learning activities that include coaching or peer-mentoring components also possess potential to increase teachers’ knowledge and skills (e.g., Bowe & Gore, 2017; Kyndt, Gijbels, Grosemans, & Donche, 2016).”
• Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds (2017, background): “The intent of Quality Teaching Rounds is to focus on the relationship between classroom practice and student learning and to show respect for the teacher and the teaching-learning process by watching a whole lesson each time (Bowe & Gore, 2017).”