Designing Professional Development That Works.

By B. Birman, Laura Desimone, Andrew C. Porter, M. Garet. 2000

865 citations recorded by the source corpus.

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Citations in the corpus

The Components of Effective Professional Development Activities in terms of Teachers' Perspective (2014, background): “Similarly, Birman et al. (2000) have shown professional development activities play a key role in teacher preparation and improvement. To that end, Sparks and Loucks-Horsley (1989) aver, “state legislators and administrators of local school districts saw staff development as a key aspect of school i”
What Works in Professional Development? (2009, background): “It thus seems clear that effective professional development requires considerable time, and that time must be well organized, carefully structured, purposefully directed, and focused on content or pedagogy or both (Birman et al. 2000; Garet et al. 2001; Guskey 1999).”
The lost promise of teacher professional development in England (2011, background): “This evidence suggests that professional development experiences that share all or most of the characteristics can have a positive influence on teachers’ classroom practices and student learning (Birman et al. 2000; Cohen and Hill 2001; Day and Leith 2007; Desimone et al. 2002; Garet et al. 2001; Ha”
Teaching and Learning 21st Century Skills (2012, unknown): “106 Birman et al., 2000; Desimone et al., 2002; Garet, Porter, Desimone, et al., 2001; Wayne et al., 2008.”
Teacher Study Group (2010, background): “Coherence is often described as the extent towhich the PDprogram is alignedwith state anddistrict standards and the extent to which the PD experience is part of an integrated system of teacher learning (Birman et al., 2000).”
How teachers learn: the roles of formal, informal, and independent learning (2014, background): “It is widely recognized that K-12 teacher professional development (PD) is a critical component of improving the quality of education in the United States (Lawless and Pellegrino 2007; Birman et al. 2000).”
The Realities of Translating Research into Classroom Practice (2001, background): “This focus on sustained use as the ultimate criterion for success of a change effort has been increasingly accepted not only by researchers (e.g., Gersten et al., 2000; Richardson, 1994), but also by federal educational agencies (Birman, Desimone, Porter, & Garet, 2000; Malouf & Schiller, 1995).”
Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms. (2008, background): “If early education programs are going to achieve high-quality at scale (Pew Charitable Trusts, 2005) then new mechanisms of training teachers must be developed and tested both in preservice teacher training and in alternate certification and re-training routes used by large school districts or alter”
The development of science teachers' knowledge on models and modelling: promoting, characterizing, and understanding the process (2005, background): “…by applying them — as advocated as necessary conditions for the occurrence of teacher development in the literature (see, for instance, Bell and Gilbert 1996, Birman et al. 2000, Borko and Putnam 1996, Davis 2003, Grossman 1990, Grossman et al. 1989, Loughran 2003, Munby et al. 2001, Schön 1987).”