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.
- Date
- 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
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