Leadership for professional development and learning: enhancing our understanding of how teachers develop

By Linda Evans. 2014

207 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/f1849b734207a854c5e857b2a8069a7afd04001d

How researchers see this paper

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

In Developmental and Educational Psychology

1. J. Gore
2. Paige C. Pullen
3. D. Lubans
4. J. Bowe

In Education

1. J. Gore
2. Paige C. Pullen
3. D. Lubans
4. J. Bowe

In Human Factors and Ergonomics

1. J. Gore
2. Paige C. Pullen
3. J. Bowe

Citations in the corpus

• The challenge of keeping teacher professional development relevant (2020, background): “…demands in ways that don’t overwhelm but support local school and teachers’ improvement needs (MacBeath et al. 2007, Zuckerman et al. 2018), strategically selecting leadership strategies based on knowledge of the school culture, improvement goals and learning needs (Evans 2014, Boylan et al. 2018).”
• Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds (2017, background): “Arguably, such an approach has potentially profound consequences for teachers’ intellectual and attitudinal learning as well as their behavioural learning (Evans, 2014), the latter which tends to be the focus when frameworks are designed and/or used primarily for evaluative purposes.”