Changing and sustaining teachers’ expectations through professional development in literacy

By H. Timperley, Gwenneth Phillips. 2003

157 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/66f10266b4e26b9c9d2b3ac5525b50ebd7f5eadb

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Leadership of the Improvement Teaching and Learning: Lessons from Initiatives with Positive Outcomes for Students (2007, background): “…by ensuring that school personnel were trained to take over the leadership functions of externally based researchers and professional developers (Timperley & Phillips, 2003), and that there were rigorous procedures for inducting new staff into e ffective pedagogical practices (Timperley &…”
Exploring Literacy Teachers' Self-Efficacy Beliefs: Potential Sources at Play. (2011, background): “In a study of teachers working with disadvantaged students in New Zealand, Timperley and Phillips (2003) found generally low expectations and a low level of self-efficacy at the beginning of their work with the teachers.”
Student and Teacher Self-Efficacy and the Connection to Reading and Writing. (2011, unknown): “…Lorsbach & Jinks, 1999; Schunk, 2003; Usher & Pajares, 2006) and its influence on teacher performance (e.g., Goddard, Hoy, & Hoy, 2000; Timperley & Phillips, 2003; Tschannen-Moran & Hoy, 2001) has been well documented; however, the connection between teacher self-efficacy and student…”
Understanding the link between professional learning communities and teacher collective efficacy (2017, background): “These findings are similar to those of a number of other scholars who have worked to understand the interaction between teacher beliefs and changes in practice (Crandall, 1983; Fullan, 1985; Guskey, 2002; Huberman, 1981; Timperley & Phillips, 2003).”
Sources of Self‐Efficacy: Four Professional Development Formats and Their Relationship to Self‐Efficacy and Implementation of a New Teaching Strategy (2009, background): “In a study of the conditions required to achieve change in instructional practices in reading, Timperley and Phillips (2003) found that change involved new domain knowledge that required “redefining the reading task and how to teach it” (p. 627).”
The effects of teacher expectation interventions on teachers’ expectations and student achievement: narrative review and meta-analysis (2018, methodology): “Weinstein et al. (1991) and Timperley and Phillips (2003) reported positive effects of their interventions on the teacher expectations (as described above), as well as on student achievement.”
Literacy coaching as a component of professional development (2011, background): “... in teachers’ instructional capacity, defined by Cohen and Ball (1999) as ‘‘the capacity to bring about worthwhile and substantial learning’’ (p. 2). Studies have reported benefits of teaching teachers to examine the effectiveness of their practices, to evaluate their students’ achievement, and t”
Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners (2008, background): “One such intervention is described by Timperley and Phillips (2003) for teachers of beginning readers from low-socioeconomic communities.”
Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status: A Systematic Review and Meta-Analysis (2017, background): “The United States is an exception with respect to the student/teacher ratio (OECD, 2010), and teachers have lower expectations of the achievement of low SES students (e.g., Good, Aronson, & Inzlicht, 2003; Timperley & Phillips, 2003).”