Does Professional Development Change Teaching Practice? Results from a Three-Year Study.
By Andrew C. Porter, M. Garet, Laura Desimone, K. Yoon, B. Birman. 2000
235 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/bc490edd87985c0dfc98e98eb9ad877bec1626c5
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Citations in the corpus
- Professional Development in Implementing and Sustaining Multitier Prevention Models: Implications for Response to Intervention (2007, background): “Prevention professionals have been largely self-educated rather than formally trained, a point documented many years ago by Price (1986). Price (1983, 1986) proposed four roles for prevention professionals in graduate-level training, including program analyst, innovative designer, field evaluator, a”
- Mathematics teachers' "learning to notice" in the context of a video club (2008, methodology): “For example, Rodgers (2002) describes a framework for reflection, the ‘‘reflective cycle’’ consisting of several stages.”
- The influence of video clubs on teachers’ thinking and practice (2010, background): “effect on teachers’ thinking and practice (Porter et al. 2000; Wilson 2003), even when teachers are given specific prompts to direct them in their learning (Stephens and Hartmann 2004).”
- How Teachers Change: A Study of Professional Development in Adult Education (2003, background): “One recent longitudinal study of professional development (Porter et al., 2000), using self-reports of change among 287 teachers, found “little change in overall teaching practice” after three years: “teachers changed little in terms of the content they teach, the pedagogy they use to teach it, and ”
- Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers (2007, background): “…actively engage teachers in meaningful and relevant activities for their individual contexts, promote peer collaboration and community building, and have a clearly articulated and a common vision for student achievement (Adelman et al., 2002; NFIE, 1996; Porter et al., 2000; Sparks, 2002).”