H
Helen Timperley
Researcher at University of Auckland
Publications - 77
Citations - 12688
Helen Timperley is an academic researcher from University of Auckland. The author has contributed to research in topics: Professional learning community & Professional development. The author has an hindex of 33, co-authored 77 publications receiving 11235 citations.
Papers
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Journal ArticleDOI
The Power of Feedback
John Hattie,Helen Timperley +1 more
TL;DR: This paper provided a conceptual analysis of feedback and reviewed the evidence related to its impact on learning and achievement, and suggested ways in which feedback can be used to enhance its effectiveness in classrooms.
Book
Teacher professional learning and development: Best evidence synthesis iteration
TL;DR: The focus of research in phase 4 is on the replicability of the programme as it is scaled up to include new schools and on the sustainability of the reform in the 12 phase 3 schools.
Journal ArticleDOI
Distributed leadership: developing theory from practice
TL;DR: This article presented key concepts related to distributed leadership and illustrates them with an empirical study in a school-improvement context in which varying success was evident, identifying risks and benefits of distributing leadership and to a challenge of some key concepts presented in earlier theorizing about leadership and its distribution.
Journal ArticleDOI
State of the art – teacher effectiveness and professional learning
Daniel Muijs,Leonidas Kyriakides,Greetje van der Werf,Bert P. M. Creemers,Helen Timperley,Lorna Earl +5 more
TL;DR: In this article, the authors look at synthesising the best evidence from research on effective teaching, and its corollary, teacher development, and conclude that one of the key findings from decades of educational effectiveness research is the importance of the classroom level as a predictor of pupil outcomes.
Book
Realizing the Power of Professional Learning
TL;DR: In this article, the authors present an overview of their research into professional learning, leadership and policy using understandings constructed as part of the internationally renowned best evidence synthesis, "Teacher Professional Learning and Development", on which Helen was lead author.