Linking Teacher and Student Learning to Improve Professional Development in Systemic Reform.

By Barry J. Fishman, Ronald Marx, Stephen Best, Revital T. Tal. 2003

809 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/8708a7d1762a063bf5a8d722c51924485f18b21b

How researchers see this paper

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

In Education

In Information Systems and Management

Citations in the corpus

Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues (2008, background): “However, teachers actively adapt, modify, and refine existing science curriculum materials (Barab and Luehmann 2003; Fishman et al. 2003; Squire et al. 2003; Baumgartner 2004).”
Reflective Practice as a Means for Preparing to Teach Outdoors in an Ecological Garden (2009, positive): “This is supported by a number of studies of teachers’ engagement in complex curricula and learning environments for which they received continuous support in project-based and case-based learning (Dori and Herscovitz 2005; Fishman et al. 2003; Keiny and Gorodetsky 1996; Tal and Argaman 2005).”
How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching (2015, background): “The importance of a coherent vision for reform and theory of change are also evident in research on professional development (Cobb & Jackson, 2011; Fishman et al., 2003; Garet et al., 2001).”
Urban School Reform Enabled by Transformative Professional Development: Impact on Teacher Change and Student Learning of Science (2010, background): “Although there are currently models for professional development that have been demonstrated to be successful (Bell & Gilbert, 1996; Fishman et al., 2003), they do not specifically target the needs of teachers and students in challenging urban situations.”
The Nature and Development of Teachers' Metastrategic Knowledge in the Context of Teaching Higher Order Thinking (2006, background): “Fishman et al. (2003) developed a unique methodology for conducting research on teacher learning in professional development that began with science education standards documents and then sought evidence of current student performance.”
A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings (2012, background): “Although researchers have suggested models for supporting teachers in implementing reform-based teaching (e.g. Marx et al. 1997, 1998; Fishman et al. 2003), these models do not include an authentic inquiry experience as a necessary component.”
Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation (2013, background): “Scholars are increasingly calling for studies that directly document teacher learning, classroom practice, student learning, and the links among them (Desimone, 2009; Fishman et al., 2003).”
Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform. (2008, background): “Workshops and summer institutes made use of data on student learning outcomes, content and pedagogical content concerns and teacher enactment difficulties among other topics, in a process that (Fishman et al., 2003).”
Teacher professional learning communities in innovative contexts: ‘ah hah moments’, ‘passion’ and ‘making a difference’ for student learning (2015, background): “2008), using a broader range of evidence about teacher and student learning is valued in the research literature (Fishman et al. 2003), including ‘using a combination of teacher reflection, classroom observations and ongoing assessment of student performance’ (Mayer and Lloyd 2011, p. 9). Consistent”
Creating a Framework for Research on Systemic Technology Innovations (2004, background): “This broad-based effort was intended to allow us to explore the range of opportunities for teacher learning in order to better understand linkages between particular professional development practices and changes in student outcomes (Fishman et al., 2003).”
Context-based and Conventional Approaches to Teaching Chemistry: Comparing teachers' views (2005, background): “Other studies of implementation stress the importance of adequate support of teachers (Fishman et al., 2003). The work of Joyce and Showers (1995) has shown that teachers are more likely to make changes to their practice if talks and workshops have been arranged in which new skills have been describ”