Effects of professional development on teachers' instruction: Results from a three-year longitudinal study

被引：563

作者：

Desimone, LM ^{[1
]}

Porter, AC

Garet, MS

Yoon, KS

Birman, BF

机构：

[1] Vanderbilt Univ, Peabody Coll, Nashville, TN 37203 USA

[2] Univ Wisconsin, Sch Educ, Dept Educ Psychol, Madison, WI 53706 USA

[3] Univ Wisconsin, Wisconsin Ctr Educ Res, Madison, WI 53706 USA

[4] Amer Inst Res, Washington, DC USA

来源：

EDUCATIONAL EVALUATION AND POLICY ANALYSIS | 2002年 / 24卷 / 02期

关键词：

changing teaching practice; content; evaluation; longitudinal study; mathematics and science; professional development;

D O I：

10.3102/01623737024002081

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article examines the effects of professional development on teachers' instruction. Using a purposefully selected sample of about 207 teachers in 30 schools, in 10 districts in five states, we examine features of teachers' professional development and its effects on changing teaching practice in mathematics and science from 1996-1999. We found that professional development focused on specific instructional practices increases teachers' use of those practices in the classroom. Furthermore, we found that specific features, such as active learning opportunities, increase the effect of the professional development on teacher's instruction.

引用

页码：81 / 112

页数：32

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