2,119
Views
14
CrossRef citations to date
0
Altmetric
Articles

Professional Development to Promote Teacher Adaptability

References

  • Anders, P., Hoffman, J., & Duffy, G. (2000). Teaching teachers to teach reading: Paradigm shifts, persistent problems, and challenges. In M. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 719–742). Mahwah, NJ: Erlbaum.
  • Bean, R. M., & Morewood, A. L. (2011). Best practices in professional development for improving literacy instruction in schools (4th ed.). In L. B. Gambrell & L. Mandel Morrow (Eds.), Best practices in literacy instruction (pp. 455–478). New York, NY: Guilford.
  • Biesta, G., & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults, 39, 132–149.
  • Birman, B. F., Desimone, L., Porter, A., & Garet, M. (2000, May). Designing professional development that works. Educational Leadership, 57(8), 28–33.
  • Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26, 473–498. doi:10.3102/00028312026004473.
  • Bransford, J., & Schwartz, D. (1999). Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education, 24, 61–100.
  • Darling-Hammond, L., Wei, R., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the Learning profession: A status report on teacher development in the United States and abroad. Palo Alto, CA: School Redesign Network at Stanford University.
  • Desimone, L. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181–199. doi:10.3102/0013189X08331140.
  • Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers' instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24, 81–112. doi:10.3102/01623737024002081.
  • Dewey, J. (1910). How we think. Lexington, MA: Heath.
  • Dillon, D., O'Brien, D., Sato, M., & Kelly, C. (2011). Professional development and teacher education for reading. In M. Kamil, P. D. Pearson, E. Moje, & P. Afflerbach (Eds.), Handbook of reading research (Vol. IV, pp. 629–660). New York, NY: Routledge.
  • Duffy, G. (2004). Teachers who improve reading achievement: What research says about what they do and how to develop them. In D. Strickland & M. Kamil (Eds.), Improving reading achievement through professional development (pp. 3–22). Norwood, MA: Christopher-Gordon.
  • Fullan, M. (1991). The new meaning of educational change (2nd ed.). London, UK: Cassell.
  • Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915–945.
  • Griffith, R., Massey, D., & Atkinson, T. (2013). Examining the forces that guide teaching decisions. Reading Horizons, 52, 305–332.
  • Guskey, T. (1986). Staff development and the process of teacher change. Educational Researcher, 15, 5–12.
  • Guskey, T., & Yoon, K. (2009). What works in professional development? Phi Delta Kappan, 90, 495–500.
  • Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.
  • Hoffman, J., & Pearson, P. D. (2000). Reading teacher education in the next millennium: What your grandmother's teacher didn't know that your granddaughter's teacher should. Reading Research Quarterly, 35, 28–44.
  • Hume, A. (2010). CoRes and PaP-eRs. New Zealand Science Teacher, 124, 38–40.
  • Koellner, K., & Jacobs, J. (2015). Distinguishing models of professional development: The case of an adaptive model's impact on teachers' knowledge, instruction, and student achievement. Journal of Teacher Education, 66, 51–67. doi:10.1177/0022487114549599.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
  • Learning Forward. (2015). Standards for professional learning. Oxford, OH: Learning Forward  Retrieved from http://learningforward.org/standards#.VXBjuKYVs3g.
  • Malmberg, L., & Hagger, H. (2009). Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences. British Journal of Education Psychology, 79, 677–694. doi:10.1348/000709909X454814.
  • Martin, L., Kragler, S., Quatroche, D., & Bauserman, K. (2014). Preface. In L. Martin, S. Kragler, D. Quatroche, & K. Bauserman (Eds.), Handbook of professional development in education: Successful models and practices, PreK–12 (pp. xx–xxvi). New York, NY: Guilford.
  • Morewood, A. L., Ankrum, J. W., & Bean, R. M. (2010). ). Teachers' perceptions of the influence of professional development on their knowledge of content, pedagogy, and curriculum. In S. Szabo, M. B. Sampson, M. Foote, & F. Falk-Ross (Eds.), 31st College Reading Association yearbook (pp. 201–219). Commerce, TX: Texas A&M-University-Commerce.
  • Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29, 4–15.
  • Raphael, T., Vasquez, J., Fortune, A., Gavelek, J., & Au, K. (2014). Sociocultural approaches to professional development: Supporting sustainable school change. In L. Martin, S. Kragler, D. Quatroche, & K. Bauserman (Eds.), Handbook of professional development in education: Successful models and practices, PreK–12 (pp. 145–173). New York, NY: Guilford.
  • Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.). Washington, DC: American Educational Research Association.
  • Showers, B. & Joyce, B. (1996). The evolution of peer coaching. Educational Leadership 53(6), 12–16.
  • Showers, B., Joyce, B., & Bennett, B. (1987). Synthesis of research on staff development: A framework for future study and state-of-the-art analysis. Educational Leadership, 45(3), 77–87.
  • Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.
  • Sun, M., Penuel, W. R., Frank, K. A., Gallagher, H. A., & Youngs, P. (2013). Shaping professional development to promote the diffusion of instructional expertise among teachers. Educational Evaluation and Policy Analysis, 35, 344–369. doi:10.3102/0162373713482763.
  • Taylor, B., Pearson, P. D., Peterson, D., & Rodriguez, M. (2005). The CEIRA school change framework: An evidence-based approach to professional development and school reading improvement. Reading Research Quarterly, 40, 40–69. doi:10.1598/RRQ.40.1.3.
  • Taylor, B., Raphael, T., & Au, K. (2011). Reading and school reform. In M. Kamil, P. D. Pearson, E. Moje, & P. Afflerbach (Eds.), Handbook of reading research (Vol. IV, pp. 594–628). New York, NY: Routledge.
  • Valli, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Education Research Journal, 44, 519–558. doi:10.3102/0002831207306859.
  • Vaughn, M., & Parsons, S. (2013). Adaptive teachers as innovators: Instructional adaptations opening spaces for enhanced literacy learning. Language Arts, 91, 81–93.
  • Wei, R., Darling-Hammond, L., & Adamson, F. (2010). Professional learning in the United States: Trends and challenges: Phase II of a three-phase study: Executive summary. Oxford, OH: National Staff Development Council  Retrieved from http://learningforward.org/docs/pdf/nsdcstudy2010.pdf.
  • Yoon, K., Duncan, T., Lee, S., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement: Issues and answers report, REL 2007- No. 033. Washington, DC: US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest  Retrieved from http://ies.ed.gov/ncee/edlabs.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.