Does teacher professional development affect content and pedagogical knowledge: How much and for how long?

By Peter Goldschmidt, Geoffrey Phelps. 2010

143 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/49dc63bee95b9d6f021c4fca2f1bd35813887410

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. Ben Kelcey
2. Geoffrey Phelps
3. C. Dudek
4. Linda A. Reddy
5. H. Hill

Citations in the corpus

• Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom Practices (2014, background): “Few large-scale studies have directly measured the effects of professional development on teacher learning and professional growth (e.g., Carlisle, Correnti, Phelps, & Zeng, 2009; Goldschmidt & Phelps, 2010).”
• Considerations for Designing Group Randomized Trials of Professional Development With Teacher Knowledge Outcomes (2013, background): “…projects have focused on identifying the tasks teachers face in teaching reading and related questions that focus on the knowledge about text, language, and reading processes used in these teaching practices (Carlisle et al., 2011; Correnti & Phelps, 2010; Goldschmidt & Phelps, 2010; Phelps, 2009).”