Collaboration and self-regulation in teachers’ professional development

By Deborah L Butler, Helen Novak Lauscher, S. Jarvis-Selinger, Beverly Beckingham. 2004

446 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/78921b83eff8b5239fc854fd8e9688a39547b9f9

How researchers see this paper

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

In Developmental and Educational Psychology

In Education

Citations in the corpus

The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability (2014, background): “These, and other authors, note that traditional top-down approaches disseminate knowledge that is expected to be turned into action and argue that such approaches are often insufficient for altering teaching practice (Butler et al. 2004). One-off workshops can, however, foster teachers’ awareness or”
The Role of Teachers’ Self-regulatory Capacities in the Implementation of Self-regulated Learning Practices (2014, background): “Therefore, teacher introspection and self-assessment are critical (Butler, 2003; Butler et al., 2004; Manning & Payne, 1993; Randi, 2004) and might lead teachers to modify and possibly supplement their knowledge about teaching and learning (Butler, 2003; Butler et al., 2004).”
A closer look at teachers’ individual learning in collaborative settings (2007, background): “In collaborative settings they can exchange ideas or experiences, develop and discuss new materials, and receive feedback from colleagues (Putnam & Borko, 2000 ; Butler et al , 2004 ).”
Explicit Reading Comprehension Instruction in Elementary Classrooms: Teacher Use of Reading Comprehension Strategies (2011, background): “Furthermore, in an age of instructional accountability, teachers must be provided with the data and proof that these instructional practices have a positive impact on student achievement ( Butler, Lauscher, Jarvis-Selinger, & Beckingham, 2004 ; Stein, Schwan, & Silver, 1999 ).”
Promoting Strategic Learning by Eighth–Grade Students Struggling in Mathematics: A Report of Three Case Studies (2005, methodology): “Instead, in the project described here, we embedded three case studies on student learning within a project focused on instructor professional development (Butler et al., 2004).”
How do teachers learn in the workplace? An examination of teacher learning activities (2009, background): “In teams, teachers can exchange their own experiences and ideas, develop and discuss new materials, and receive feedback from colleagues (Peters and Armstrong 1998; Putnam and Borko 2000; Butler et al. 2004).”
Practice-Based Professional Development for Self-Regulated Strategies Development in Writing (2012, background): “Research indicates that professional learning communities lead to increased involvement, ownership, innovation, and leadership among teachers (Borko, 2004; Butler et al., 2004; Sargent & Hannum, 2009).”
Promoting professional inquiry for improved outcomes for students in New Zealand (2009, methodology): “Others have advocated approaches more focused on developing teacher reflection and collaborative inquiry (for example, Doyle, 1990; Kohler et al., 1999; Butler et al., 2004).”
Teacher professional development as a means of transforming student classroom talk (2016, background): “On the other hand, in a project undertaken by Chinn et al. (2001) the proportion of student talk increased and the character of student talk changed e students began to formulate longer and more elaborate contributions, including giving evidence for their claims or offering alternative perspectives.”