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Teacher Development
An international journal of teachers' professional development
Volume 24, 2020 - Issue 1
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Articles

Instructional change following formative instructional practices professional development

Xin LiangDepartment of Educational Foundations & Leadership, The University of Akron, Akron, OH, USAView further author information
,
Linda J. CollinsFIP Professional Development Evaluation, The University of Akron, Akron, OH, USACorrespondence[email protected]
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,
Lisa LenhartDepartment of Curricular & Instructional Studies, The University of Akron, Akron, OH, USAView further author information
&
Virginia RessaOffice for Exceptional Children, Ohio Department of Education, Columbus, OH, USAORCID Iconhttps://orcid.org/0000-0002-5615-4207View further author information
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Pages 108-125 | Received 30 Oct 2017, Accepted 13 Aug 2019, Published online: 15 Jan 2020

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Cameron Brooks, Rochelle Burton, Fabienne van der Kleij, Annemaree Carroll & John Hattie. (2021) Towards student-centred feedback practices: evaluating the impact of a professional learning intervention in primary schools. Assessment in Education: Principles, Policy & Practice 28:5-6, pages 633-656.
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Articles from other publishers (1)

Nedim Özdemir. (2020) How to improve teachers’ instructional practices: the role of professional learning activities, classroom observation and leadership content knowledge in Turkey. Journal of Educational Administration 58:6, pages 585-603.
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