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Professional Development in Education Volume 41, 2015 - Issue 5
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Articles

The inequitable influence that varying accountability contexts in the United States have on teacher professional development

Jennifer JacobsDepartment of Teaching and Learning, College of Education, University of South Florida, 4202 E. Fowler Avenue, Tampa, FL33620, USACorrespondence[email protected]
,
Rebecca W. BurnsDepartment of Teaching and Learning, College of Education, University of South Florida, 4202 E. Fowler Avenue, Tampa, FL33620, USA
&
Diane Yendol-HoppeyDepartment of Teaching and Learning, College of Education, University of South Florida, 4202 E. Fowler Avenue, Tampa, FL33620, USA
Pages 849-872 | Received 07 Oct 2014, Accepted 01 Dec 2014, Published online: 06 Feb 2015

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Read on this site (3)

Nikki Aharonian. (2021) Making it count: teacher learning in liminal spaces. Professional Development in Education 47:5, pages 763-779.
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Wangbei Ye, Wanya Liang & Huiling Wang. (2021) Teaching and research officer-led cross-school teacher learning communities in China: perspective of organisational learning. Professional Development in Education 0:0, pages 1-15.
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Aina Appova & Fran Arbaugh. (2018) Teachers’ motivation to learn: implications for supporting professional growth. Professional Development in Education 44:1, pages 5-21.
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Articles from other publishers (2)

Olcay Yavuz. (2019) A Quantitative Exploration of Students’ Mindsets and Behaviors: A Whole Child Academic, Emotional, and Career Development. International Journal of Educational Reform 28:4, pages 319-347.
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Jeffrey GlanzHaim ShakedChanina RabinowitzShmuel ShenhavRachel Zaretsky. (2017) Instructional Leadership Practices among Principals in Israeli and US Jewish Schools. International Journal of Educational Reform 26:2, pages 132-153.
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