Professional Development in the Accountability Context: Building Capacity to Achieve Standards

By E. Hochberg, Laura Desimone. 2010

175 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/92ac8f3ef79747ed41a4c33558090b550cf2499d

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In Education

In Information Systems and Management

In Management Science and Operations Research

Citations in the corpus

Enhancing Students’ Engagement (2014, background): “Hochberg and Desimone (2010) refined Garet et al.’s model with the current accountability context in mind.”
Teacher Collaborative Learning and Teacher Self-Efficacy: The Case of Lesson Study (2012, background): “…teacher development programs introduced through collaborative learning structures need to ensure that new skills and knowledge are connected to subject content, and their acquisition should occur in or approximate the settings where they will most likely be used (Hochberg & Desimone, 2010).”
An Affinity for Learning: Teacher Identity and Powerful Professional Development (2018, background): “Most fundamentally, it challenges an assumption implicit in many macro-level PD policies that there is one best way to design effective PD. Hochberg and Desimone (2010) advised designers and policymakers to “be considerate of teachers’ backgrounds and existing knowledge and beliefs” (p. 100), and th”
Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects (2019, background): “Collective participation is the amount of time teachers spend together within the same school working toward a common goal (Brownell, Adams, Sindelar, Waldron, & van Hover, 2006; Hochberg & Desimone, 2010).”
Motivating Mathematics Learning (2011, background): “As Kaput (1989), eloquently explained, ‘‘[The] experienced meaninglessness of school mathematics devastates the motivation to learn or use mathematics and is entirely incompatible with a view of mathematics as a tool of personal insight and problem solving’’ (pp.”
Formal and Informal Mentoring (2014, background): “Duration, content, and active learning emerge repeatedly as aspects of teacher learning that are precursors to improving teacher knowledge, instruction, and student achievement (Desimone, 2009; Hochberg & Desimone, 2010; Penuel, Fishman, Yamaguchi, & Gallagher, 2007).”
Coaching for Coherence: How Instructional Coaches Lead Change in the Evaluation Era (2017, background): “To enable learning aligned with these reforms, teachers benefit from ongoing and embedded professional learning opportunities (Darling-Hammond & McLaughlin, 1995) that incorporate instructional and content expertise (Hochberg & Desimone, 2010; Stein & Nelson, 2003).”
A Randomized Controlled Trial of Professional Development for Interdisciplinary Civic Education: Impacts on Humanities Teachers and Their Students (2015, background): “…academic subject matter (Desimone, 2011); • active learning: providing the opportunity to get involved as opposed to passively sitting through lectures (Hochberg & Desimone, 2010); • coherence: ensuring that the focus of the professional learning is connected to the demands teachers face within…”
A Perfect Time for Data Use: Using Data-Driven Decision Making to Inform Practice (2012, background): “Our discipline has examined the components that comprise effective professional development and have applied those components in authentic settings (Desimone, 2009; Desi-mone, Porter, Garet, Yoon, & Birman, 2002; Hochberg & Desimone, 2010; Mandinach et al., 2009).”