Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers' Practice

Item

Title

Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers' Practice

Abstract/Description

Recent education reform has emphasized the importance of teacher learning in improving classroom instruction and raising student achievement. This article focuses on teachers' learning opportunities, including formal professional development and on-the-job learning that occurs through interactions with colleagues. Using data from 30 elementary schools in a mid-sized urban school district, the authors concurrently explore the relationships between teachers' formal professional development and on-the-job learning opportunities and instructional change. Results suggest that formal professional development and on-the-job opportunities to learn are both significantly associated with changes in teachers' instructional practice in mathematics and English language arts.

Author/creator

Parise, Leigh Mesler

Spillane, James P.

Date

2010

In publication

The Elementary School Journal

Volume

110

Issue

3

Pages

323-346

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

0013-5984

DOI

10.1086/648981

URL

Official Publisher's Webpage (The University of Chicago Press Journals)

Open Access Article (University of Penn. Scholarly Commons)

Citation

Parise, L. M., & Spillane, J. P. (2010). Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers’ Practice. The Elementary School Journal, 110(3), 323–346. https://doi.org/10.1086/648981

Item sets

OB Citations: Teacher Collaboration in School Improvement

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