The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges us to move away from automatic biases either for or against observation, interviews, or surveys in such studies. She argues that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.

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Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

No part of this may be reproduced in any form — except for brief quotation (not to exceed 1,000 words) in a review or professional work — without prior written permission from NSDC or the authors. D ecades of standards-based school reform have helped identify what students need to know and be able to do. In the words of former IBM CEO Louis V. Gerstner, Jr., these efforts were meant to " drive standards [and accountability] through the schoolhouse door. " But educators and policymakers are recognizing that it is time for Standards-Based Reform 2.0. We need to place a greater priority on strengthening the capacity of educators and building learning communities to deliver higher standards for every child. Enabling educational systems to achieve on a wide scale the kind of teaching that has a substantial impact on student learning requires much more intensive and effective professional learning than has traditionally been available. If we want all young people to possess the higher-order thinking skills they need to succeed in the 21st century, we need educators who possess higher-order teaching skills and deep content knowledge. There are many ways to improve the quality and performance of the nation's education workforce, and many are being tested. States and districts have restructured the staffs at thousands of failing schools. They are seeking to lure better talent into classrooms by recruiting career changers and liberal-arts graduates with rich content knowledge and a willingness to teach. They are revamping their personnel departments, launching new teacher academies, and working to exert greater control over who will teach and in which schools. But these efforts, essential as they are, influence only a small portion of educators. And no matter what states and districts do to bolster the education workforce, they will need to do more and better with the talent they have. This will require a more effective and systematic approach to supporting, developing, and mobilizing the more than three million educators who will teach in and lead our schools. Other fields, from medicine and management to the military, do a far better job of providing ongoing learning opportunities and support for their professionals. But as this report shows, in education, professional learning in its current state is poorly conceived and deeply flawed. Teachers lack time and opportunities to view each other's classrooms, learn from mentors, and work collaboratively. The support and training they receive is …

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Professional learning in the learning profession: A status report on teacher development in the United States and abroad.

This article examines a variety of work currently going on across the country in newly created hybrid spaces to more closely connect campus courses and field experiences in university-based preservice teacher education. It is argued that the old paradigm of university-based teacher education where academic knowledge is viewed as the authoritative source of knowledge about teaching needs to change to one where there is a nonhierarchical interplay between academic, practitioner, and community expertise. It is argued that this new epistemology for teacher education will create expanded learning opportunities for prospective teachers that will better prepare them to be successful in enacting complex teaching practices.

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Rethinking the Connections between Campus Courses and Field Experiences in College- and University-Based Teacher Education

Este libro describe un importante conjunto de habilidades clave que aumentan el aprendizaje mas profundo, la preparacion para la universidad y la carrera, el aprendizaje centrado en el estudiante y el pensamiento de orden superior. Estas etiquetas incluyen habilidades cognitivas y no cognitivas, como pensamiento critico, resolucion de problemas, colaboracion, comunicacion efectiva, motivacion, persistencia y aprender a aprender. Las habilidades del siglo XXI tambien incluyen creatividad, innovacion y etica que son importantes para el exito posterior y pueden desarrollarse en entornos de aprendizaje formales o informales. Este informe tambien describe como estas habilidades se relacionan entre si y con las habilidades y contenidos academicos mas tradicionales en las disciplinas clave de lectura, matematicas y ciencias. Educacion para la vida y el trabajo: Desarrollar conocimientos y habilidades transferibles en el siglo XXI resume los hallazgos de la investigacion que investiga la importancia de tales habilidades para el exito en la educacion, el trabajo y otras areas de responsabilidad adulta y que demuestra la importancia de desarrollar estas habilidades. en la educacion K-16. En este informe, se identifican caracteristicas relacionadas con el aprendizaje de estas habilidades, que incluyen desarrollo profesional docente, curriculo, evaluacion, programas extraescolares y extraescolares y centros de aprendizaje informal como exhibiciones y museos.

Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century

Preface to the Second Edition Part 1: Philosophical Bearings 1. Aims and Strategy 2. The Underlabourer Conception of Philosophy 3. Philosophy and Science 4. The Philosopher's Concern with Language 5. Conceptual and Empirical Enquiries 6. The Pivotal Role of Epistemology in Philosophy 7. Epistemology and the Understanding of Society 8. Rules: Wittgenstein's Analysis 9. Some Misunderstandings of Wittgenstein Part 2: The Nature of Meaningful Behaviour 1. Philosophy and Sociology 2. Meaningful Behaviour 3. Activities and Precepts 4. Rules and Habits 5. Reflectiveness Part 3: The Social Studies as Science 1. J.S. Mill's 'Logic of the Moral Sciences' 2. Differences in Degree and Differences in Kind 3. Motives and Causes 4. Motives, Dispositions and Reasons 5. The Investigation of Regularities 6. Understanding Social Institutions 7. Prediction in the Social Studies Part 4: The Mind and Society 1. Pareto: Logical and Non-Logical Conduct 2. Pareto: Residues and Derivations 3. Max Weber: Verstehen and Causal Explanation 4. Max Weber: Meaningful Action and Social Action Part 5: Concepts and Actions 1. The Internality of Social Relations 2. Discursive and Non-Discursive 'Ideas' 3. The Social Sciences and History 4. Concluding Remark

The Idea of a Social Science and its Relation to Philosophy.

In 1999, Ball and Cohen proposed a practice-based theory of professional education, which would end inadequate professional development efforts with a more comprehensive approach. Their work has been referenced over the past decade, yet there have been limited attempts to actualize their ideals and research their implications. In this article, I describe Teach For America’s Teaching as Leadership framework and professional development model as a practice-based curriculum and pedagogy of teacher education that could be used as a model for a variety of stakeholders. I include a discussion of directions for future research on frameworks for teaching.

A Practice-Based Theory of Professional Education: Teach For America's Professional Development Model

The research base on student-selected reading is robust and conclusive: Students read more, understand more, and are more likely to continue reading when they have the opportunity to choose what they read. In a 2004 meta-analysis, Guthrie and Humenick found that the two most powerful instructional design factors for improving reading motivation and comprehension were (1) student access to many books and (2) personal choice of what to read.

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Every Child, Every Day

Readicide: How Schools Are Killing Reading and What You Can Do About It

Three factors influenced the development of exemplary teachers: specific kinds of professional development, collegial support, and a sense of engaged autonomy.

https://journals.sagepub.com/doi/pdf/10.1177/003172171109200808

Exemplary Teacher Voices on Their Own Development

Background/ContextThis paper illustrates how the media, particularly The LA Times, entered the debate surrounding teacher evaluation, resulting in a storyline that shaped how the public perceives t...

Rachael Gabriel

Papers

A Practice-Based Theory of Professional Education: Teach For America's Professional Development Model

Every Child, Every Day

Readicide: How Schools Are Killing Reading and What You Can Do About It

Exemplary Teacher Voices on Their Own Development

The Romance Quest of Education Reform: A Discourse Analysis of the Los Angeles Times' Reports on Value-Added Measurement Teacher Effectiveness.