کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
374388 | 622493 | 2010 | 11 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
پیش نمایش صفحه اول مقاله
چکیده انگلیسی
This paper reports on the impact of a classroom-embedded professional learning (PL) program for mathematics teaching in two contrasting districts in Canada, and investigates the relationship between teacher efficacy and student achievement. Before the PL, District A had lower teacher efficacy and student achievement than District B, but after the PL, this situation was reversed. Qualitative analysis revealed that the two districts reported learning very different things from the PL opportunity. The complexities of context, prior learning experiences, goal setting, and persistence of participants all factored into what and how teachers learned.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Teaching and Teacher Education - Volume 26, Issue 8, November 2010, Pages 1598–1608
Journal: Teaching and Teacher Education - Volume 26, Issue 8, November 2010, Pages 1598–1608
نویسندگان
Catherine D. Bruce, Indigo Esmonde, John Ross, Lesley Dookie, Ruth Beatty,