Teachers Caught in the Action: Professional Development That Matters

By Ann Lieberman, L. Miller. 2001

472 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b3dd3cd3a0bfef153862961f59ee7fe75a3545b7

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In Education

Citations in the corpus

Receiving as well as giving: mentors' perceptions of their professional development in one teacher induction program (2004, methodology): “For this study we conceptualized professional development as ‘teachers work[ing] together over time to deepen their knowledge, improve their craft and transform schooling for their students and themselves’ (Lieberman & Miller, 2001, p. vii).”
Student Voice in Elementary School Reform (2012, background): “Inquiry-based practice can offer a particular avenue for civic engagement since it is a process by which teachers and students collectively can become actively engaged in exchanging ideas, providing support, offering critique, and sharing expertise (Copeland, 2003; Lieberman & Wood, 2001).”
Ambitious Pedagogy by Novice Teachers: Who Benefits from Tool-Supported Collaborative Inquiry into Practice and Why? (2011, background): “…develop strategies and habits of mind to learn from practice as they enter the profession, laying the foundations for career-long development (Darling-Hammond & McLaughlin, 1995; Fullan, 1993; Grossman & McDonald, 2008; Hiebert, Morris, Berk, & Jansen, 2007; Lieberman & Miller, 2001; Nemser, 1983).”
Teacher Research and the Problem of Practice (2009, background): “What has become increasingly clear to researchers of educational reform is that serious deep-rooted change takes time (Fullan, 1993; Sarason, 1982) and that teachers must be an integral part of the change process (Ball & Cohen, 1999; Hiebert et al., 2002; Lieberman & Miller, 1991, 2001).”
Teaching in the Knowledge Society (2003, background): “Professional learning communities lead to strong and measurable improvements in pupils’ learning (Newmann & Wehlage, 1995; Little, 2001).”
Making Practice Public: Teacher Learning in the 21st Century (2010, background): “Researchers too have joined the chorus in agreement with teachers’ perceptions (Ball & Cohen, 1999; Borko & Putnam, 1995; Hatch et al., 2005; Lieberman & Miller, 2001).”
Using Assessments for Instructional Improvement: A Literature Review. (2010, background): “However, as Little (2002) points out, collaboration in itself does not necessarily lead to improved instruction.”
A model of professional development: teachers’ perceptions of their professional development (2016, background): “Other approaches have in common a more integrative view of the teacher as both an individual and as a professional, one who seeks to improve and develop a certain expertise pertinent to his or her role (Day, Elliot, & Kingston, 2005; Lieberman & Miller, 2001).”
Careers in Motion: A Longitudinal Retention Study of Role Changing among Early-Career Urban Educators (2008, background): “Though they may lack the official legitimacy of roles specified within the education bureaucracy, these emergent leadership roles are often viewed as legitimate, meaningful, rewarding, and career sustaining by those who enact them (e.g., Lieberman & Miller, 2001).”
Peer mentoring: engaging pre‐service teachers in mentoring one another (2005, background): “…emphasis in the literature on the affective dimension of educational change as it is becoming clear that the development of learning communities is not without challenges to people’s emotional well-being (Fullan, 1997; Hargreaves, 1998; Cochran-Smith & Lytle, 1999; Little, 2001; Stokes, 2001).”