Can professional development make the vision of the standards a reality? The impact of the national science foundation's local systemic change through teacher enhancement initiative

By E. Banilower, Daniel J. Heck, I. Weiss. 2007

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How researchers see this paper

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Professional Development in the Accountability Context: Building Capacity to Achieve Standards (2010, background): “A study by Banilower et al. (2007) found results similar to Garet et al. (2001).”
Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform (2018, result): “While similar studies also rely on self-reported data (Banilower et al., 2007; Garet et al., 2001; Supovitz & Turner, 2000), its validity and reliability remain unclear (e.g., Desimone, Smith, & Frisvold, 2010).”
Enhancing Teachers’ Application of Inquiry‐Based Strategies Using a Constructivist Sociocultural Professional Development Model (2011, background): “To enhance teachers’ knowledge and skills, professional development activities are often considered the catalyst for change, yet there are varied approaches and mixed results on their effectiveness (Banilower, Heck, & Weiss, 2007 ; Elmore, 2002 ; Sykes, 1996 ).”