Teacher professional learning and development: Best evidence synthesis iteration
By H. Timperley, Aaron Wilson, H. Barrar, I. Fung. 2007
1,172 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/a60128ac8cd0597853892db48541bd9fc6ae67fb
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Viviane M. J. Robinson
- A. Kennedy
- Philippa Cordingley
- Sigrid Blömeke
- Marjan Vermeulen
- Karel Kreijns
- H. Timperley
- A. Evers
Citations in the corpus
- Critical features of effective coaching for early childhood educators: a review of empirical research literature (2019, background): “• Criteria relating to methodological quality based on accepted practices in the field were met (Kennedy 2007, Timperley et al. 2007, Jesson et al. 2011, Schachter 2015).”
- Transformational leadership, leader–member exchange and school learning climate: Impact on teachers’ innovative behaviour in the Netherlands (2020, background): “TL has been proved an essential factor in sustainable educational innovation (Klaeijsen, 2015; Timperley et al., 2007).”
- The contribution of research to teachers’ professional learning and development (2015, methodology): “The fifth review in the series used for this paper, Timperley’s BES (Timperley et al., 2007), was the first to look closely at the importance of focusing in depth on pupils’ needs during the professional learning process.”
- Teacher Scaffolding in Small-Group Work: An Intervention Study (2014, background): “As reviews of the characteristics of effective PDPs indicate (e.g., Loucks-Horsley & Matsumoto, 1999; Timperley, 2007; Van Veen et al., 2012), working collaboratively in a community (e.g., with colleagues) can be very effective, especially if discussion is facilitated well (Zhang, Lundeberg, & Eberh”
- Reasons for teachers’ successful development of a formative assessment practice through professional development – a motivation perspective (2018, background): “The programme was designed to possess many characteristics that in research reviews, of professional development in a variety of content areas, have been identified as associated with successful professional development (Desimone, 2009; Schneider & Randel, 2010; Timperley et al., 2007).”