TY - JOUR
T1 - Instructional change following formative instructional practices professional development
AU - Liang, Xin
AU - Collins, Linda J.
AU - Lenhart, Lisa
AU - Ressa, Virginia
PY - 2020/1/1
Y1 - 2020/1/1
N2 - Significant funds have been allocated in the United States at the federal, state, and local levels to provide teacher professional development aimed at bringing about instructional change and resulting in improved student achievement. One important indicator for quality and effectiveness in professional development is change in teaching practice. This study was designed to observe instructional change among 45 classroom teachers across three data points: at the beginning, in the middle, and at the end of a two-year statewide professional development initiative focused on incorporating formative instructional practices into daily classroom work. Repeated measure analysis results indicated significant changes in providing effective feedback and encouraging student ownership of learning. Change patterns in the classrooms included in this study informed future professional development focus, design, and delivery. Researchers found that implementing a comprehensive teacher professional development initiative to improve instructional quality is promising yet challenging because of differing local implementation plans, organizational structures, priorities, and resources.
AB - Significant funds have been allocated in the United States at the federal, state, and local levels to provide teacher professional development aimed at bringing about instructional change and resulting in improved student achievement. One important indicator for quality and effectiveness in professional development is change in teaching practice. This study was designed to observe instructional change among 45 classroom teachers across three data points: at the beginning, in the middle, and at the end of a two-year statewide professional development initiative focused on incorporating formative instructional practices into daily classroom work. Repeated measure analysis results indicated significant changes in providing effective feedback and encouraging student ownership of learning. Change patterns in the classrooms included in this study informed future professional development focus, design, and delivery. Researchers found that implementing a comprehensive teacher professional development initiative to improve instructional quality is promising yet challenging because of differing local implementation plans, organizational structures, priorities, and resources.
KW - formative instructional practices
KW - Instructional change
KW - professional development
KW - teacher development
UR - http://www.scopus.com/inward/record.url?scp=85077976007&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85077976007&partnerID=8YFLogxK
U2 - 10.1080/13664530.2019.1705886
DO - 10.1080/13664530.2019.1705886
M3 - Article
AN - SCOPUS:85077976007
SN - 1366-4530
VL - 24
SP - 108
EP - 125
JO - Teacher Development
JF - Teacher Development
IS - 1
ER -