From in-service teacher development to school improvement: factors of learning transfer in teacher education

References

• Baldwin, T. T., and J. K. Ford. 1988. “Transfer of Training: A Review and Directions for Future Research.” Personnel Psychology 41: 63–105.10.1111/peps.1988.41.issue-1
   Web of Science ®Google Scholar
• Ball, D., and D. Cohen. 1999. “Developing Practice, Developing Practitioners: Toward a Practice-based Theory of Professional Education.” In Teaching as the Learning Profession: Handbook of Policy and Practice, edited by G. Sykes and L. Darling-Hammond, 3–32. San Francisco: Jossey Bass.
   Google Scholar
• Bates, R., E. F. Holton III, D. L. Seyler, and M. A. Carvalho. 2000. “The Role of Interpersonal Factors in the Application of Computer-based Training in an Industrial Setting.” Human Resource Development International 3: 19–42.10.1080/136788600361920
   Google Scholar
• Bates, R., S. Kauffeld, and E. F. Holton III. 2007. “Examining the Factor Structure and Predictive Ability of the German‐version of the Learning Transfer Systems Inventory.” Journal of European Industrial Training 31: 195–211.10.1108/03090590710739278
   Google Scholar
• Blömeke, S., U. Suhl, G. Kaiser, and M. Döhrmann. 2011. “Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries.” Teaching and Teacher Education 28: 44–55.
   Web of Science ®Google Scholar
• Blume, B. D., J. K. Ford, T. T. Baldwin, and J. L. Huang. 2010. “Transfer of Training: A Meta-analytic Review.” Journal of Management 36: 1065–1105.10.1177/0149206309352880
   Web of Science ®Google Scholar
• Borko, H. 2004. “Professional Development and Teacher Learning: Mapping the Terrain.” Educational Researcher 33 (8): 3–15.10.3102/0013189X033008003
   Google Scholar
• Carpenter, T. P., E. Fennema, P. L. Peterson, C. P. Chiang, and M. Loef. 1989. “Using Knowledge of Children’s Mathematics Thinking in Classroom Teaching: An Experimental Study.” American Educational Research Journal 26: 499–531.10.3102/00028312026004499
   Web of Science ®Google Scholar
• Colquitt, J. A., J. A. LePine, and R. A. Noe. 2000. “Toward an Integrative Theory of Training Motivation: A Meta-analytic Path Analysis of 20 Years of Research.” Journal of Applied Psychology 85: 678–707.10.1037/0021-9010.85.5.678
   PubMed Web of Science ®Google Scholar
• Correnti, R. 2007. “An Empirical Investigation of Professional Development Effects on Literacy Instruction Using Daily Logs.” Educational Evaluation and Policy Analysis 29: 262–295.10.3102/0162373707309074
   Web of Science ®Google Scholar
• Corte, D. E., L. Verschaffel, and A. Ven. 2001. “Improving Text Comprehension Strategies in Upper Primary School Children: A Design Experiment.” British Journal of Educational Psychology 71: 531–559.10.1348/000709901158668
   PubMed Web of Science ®Google Scholar
• Desimone, L., A. C. Porter, M. Garet, K. Yoon, and B. Birman. 2002. “Effects of Professional Development on Teachers' Instruction: Results from a Three-Year Longitudinal Study.” Educational Evaluation and Policy Analysis 24: 81–112.10.3102/01623737024002081
   Web of Science ®Google Scholar
• Devos, C., X. Dumay, M. Bonami, R. Bates, and E. F. Holton III. 2007. “The Learning Transfer System Inventory (LTSI) Translated into French: Internal Structure and Predictive Validity.” International Journal of Training and Development 11: 181–199.10.1111/ijtd.2007.11.issue-3
   Google Scholar
• Dreer, B., and B. Kracke. 2011. “Abschlussbericht Modellprojekt zur Qualitätssicherung für die Fortbildung von Berufsorientierungskoordinatoren (BOK) im Rahmen von Berufsstart plus.” Report, University of Erfurt.
   Google Scholar
• Enders, C. K. 2010. Applied Missing Data Analysis. New York: Guilford Press.
   Google Scholar
• Facteau, J. D., G. H. Dobbins, J. E. A. Russell, R. T. Ladd, and J. D. Kudisch. 1995. “The Influence of General Perceptions of the Training Environment on Pretraining Motivation and Perceived Training Transfer.” Journal of Management 21: 1–25.10.1177/014920639502100101
   Web of Science ®Google Scholar
• Feixas, M., and F. Zellweger. 2010. “Faculty Development in Context: Changing Learning Cultures in Higher Education.” In Changing Cultures in Higher Education, edited by D. Schneckenberg and U. D. Ehlers, 85–102. Heidelberg: Springer.10.1007/978-3-642-03582-1
   Google Scholar
• Fishman, B. J., R. W. Marx, S. Best, and R. T. Tal. 2003. “Linking Teacher and Student Learning to Improve Professional Development in Systemic Reform.” Teaching and Teacher Education 19: 643–658.10.1016/S0742-051X(03)00059-3
   Web of Science ®Google Scholar
• Frost, D., M. Durrant, M. Head, and G. Holden. 2000. Teacher-led School Improvement. London: Routledge.
   Google Scholar
• Garet, M. S., A. C. Porter, L. Desimone, B. F. Birman, and K. S. Yoon. 2001. “What Makes Professional Development Effective? Results from a National Sample of Teachers.” American Educational Research Journal 38: 915–945.10.3102/00028312038004915
   Web of Science ®Google Scholar
• Guskey, T. R. 2002. “Professional Development and Teacher Change.” Teachers and Teaching 8: 381–391.10.1080/135406002100000512
   Google Scholar
• Hammerness, K., L. Darling-Hammond, J. Bransford, D. Berliner, M. Cochran-Smith, M. McDonald, and K. Zeichner. 2005. “How Teachers Learn and Develop.” In Preparing Teachers for a Changing World, edited by L. Darling-Hammond and J. Bransford, 358–390. San Francisco: Jossey-Bass.
   Google Scholar
• Hattie, J. 2009. Visible Learning: A Synthesis of over 800 Meta-analyses Relating to Achivement. Abingdon: Routledge.
   Google Scholar
• Henson-Boyers, D. L. 2002. “Effect of Directed Online Pre-instruction Modules on Teacher Preparedness for Face-to-face Instruction.” PhD diss., University of Tennessee.
   Google Scholar
• Holton III, E. F. 2005. “Holton's Evaluation Model: New Evidence and Construct Elaborations.” Advances in Developing Human Resources 7: 37–54.10.1177/1523422304272080
   Google Scholar
• Holton III, E. F., R. A. Bates, and W. E. Ruona. 2000. “Development of a Generalized Learning Transfer System Inventory.” Human Resource Development Quarterly 11: 33–60.
   Google Scholar
• Ingram, D., K. Louis, and R. G. Schroeder. 2004. “Accountability Policies and Teacher Decision Making: Barriers to the Use of Data to Improve Practice.” Teachers College Record 106: 1258–1287.10.1111/tcre.2004.106.issue-6
   Web of Science ®Google Scholar
• Jordan, H., R. Mendro, and D. Weerasinghe. 1997. “Teacher Effects on Longitudinal Student Achievement.” Preliminary Report Presented at the CREATE Annual Meeting, Indianapolis, IN, July, 1–16. http://tinyurl.com/nzm44wn
   Google Scholar
• Kane, T. J., J. E. Rockoff, and D. O. Staiger. 2006. What Does Certification Tell Us about Teacher Effectiveness? Evidence from New York City. New York: National Bureau of Economic Research.10.3386/w12155
   Google Scholar
• Kauffeld, S., R. Bates, E. F. Holton III, and A. C. Müller. 2008. “Das deutsche Lerntransfer-system-Inventar (GLTSI): Psychometrische Überprüfung der deutschsprachigen Version.” Zeitschrift für Personalpsychologie 7: 50–69.10.1026/1617-6391.7.2.50
   Google Scholar
• Knyphausen-Aufseß, D., M. Smukalla, and M. Abt. 2009. “Towards a New Training Transfer Portfolio: A Review of Training-related Studies in the Last Decade.” Zeitschrift Für Personalforschung 23: 288–311.
   Web of Science ®Google Scholar
• Kutner, M., R. Sherman, J. Tibbets, and L. Condelli. 1997. Evaluating Professional Development: A Framework for Adult Education. Washington, DC: Pelavin Research Institute.
   Google Scholar
• Lipowsky, F. 2010. “Lernen im Beruf: Empirische Befunde. zur Wirksamkeit von Lehrerfortbildung [Learning on the Job: Empirical Findings on the Efficiency of Teacher Development Programs].” In Lehrerinnen und Lehrer lernen: Konzepte und Befunde zur Lehrerfortbildung, edited by F. H. Müller, A. Eichenberger, M. Lüders, and J. Mayr, 51–73. Münster: Waxmann.
   Google Scholar
• Loucks-Horsley, S., P. W. Hewson, N. Love, and K. E. Stiles. 1998. Designing Professional Development for Teachers of Science and Mathematics. Thousand Oaks: Corwin Press.
   Google Scholar
• Moore, A., G. Edwards, D. Halpin, and R. George. 2002. “Compliance, Resistance and Pragmatism: The (Re)Construction of Schoolteacher Identities in a Period of Intensive Educational Reform.” British Educational Research Journal 28: 551–565.10.1080/0141192022000005823
   Web of Science ®Google Scholar
• Perryer, C. R., and S. L. McShane. 2008. The Influence of Training Transfer Climate and Individual Trainee Characteristics on Costumer Orientation. Halifax: Administrative Sciences Association of Canada.
   Google Scholar
• Podhorsky, C., and D. Fisher. 2007. “Lesson Study: An Opportunity for Teacher Led Professional Development.” In Handbook of Teacher Education. Globalization, Standards and Professionalism in times of Change, edited by T. Townsend and R. Bates, 445–456. Dordrecht: Springer.
   Google Scholar
• Preacher, K. J., D. D. Rucker, and A. F. Hayes. 2007. “Addressing Moderated Mediation Hypotheses: Theory, Methods, and Prescriptions.” Multivariate Behavioral Research 42: 185–227.10.1080/00273170701341316
   PubMed Web of Science ®Google Scholar
• Reid, I., K. Brain, and L. Comerford Boyes. 2007. “Networked Learning Communities: Joined up Working?” In Handbook of Teacher Education. Globalization, Standards and Professionalism in times of Change, edited by T. Townsend and R. Bates, 433–443. Dordrecht: Springer.
   Google Scholar
• Richter, D., M. Kunter, U. Klusmann, O. Lüdtke, and J. Baumert. 2011. “Professional Development across the Teaching Career: Teachers’ Uptake of Formal and Informal Learning Opportunities.” Teaching and Teacher Education 27 (1): 116–126.10.1016/j.tate.2010.07.008
   Web of Science ®Google Scholar
• Sanders, W. L., and S. P. Horn. 1998. “Research Findings from the Tennessee Value-added Assessment System (TVAAS) Database: Implications for Educational Evaluation and Research.” Journal of Personnel Evaluation in Education 12 (3): 247–256.10.1023/A:1008067210518
   Google Scholar
• Seitz, S. 2008. Der Lehrer als Innovator von Schule. Ein neues Professionsverständnis [The Teacher as Innovator of Schools. A New Understanding of the Profession]. Hamburg: Verlag Dr. Kovac.
   Google Scholar
• Seyler, D. L., E. F. Holten III, R. A. Bates, M. F. Burnett, and M. A. Carvalho. 1998. “Factors Affecting Motivation to Transfer Training.” International Journal of Training and Development 2: 2–16.
   Google Scholar
• Shayer, M., and M. Adhami. 2007. “Fostering Cognitive Development through the Context of Mathematics: Results of the CAME Project.” Educational Studies in Mathematics 64: 265–291.10.1007/s10649-006-9037-1
   Google Scholar
• Shulman, L. S. 1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57: 1–23.10.17763/haer.57.1.j463w79r56455411
   Web of Science ®Google Scholar
• Smith, C., and M. Gillespie. 2007. “Research on Professional Development and Teacher Change: Implications for Adult Basic Education.” Review of Adult Learning and Literacy 7: 205–244.
   Google Scholar
• Timperley, H., A. Wilson, H. Barrar, and I. Fung. 2007. Teacher Professional Learning and Development: Best Evidence Synthesis Iteration. Wellington: Ministry of Education.
   Google Scholar
• Tomonari, D. A. M. 2012. “A Professional Development Program Evaluation: Teacher Efficacy, Learning and Transfer.” PhD diss., USC Digital Library. Accessed from uscthesesreloadpub_Volume71/etd-TomonariDa-536.pdf.
   Google Scholar
• Tracey, J. B., and M. J. Tews. 2005. “Construct Validity of a General Training Climate Scale.” Organizational Research Methods 8: 353–374.10.1177/1094428105280055
   Web of Science ®Google Scholar
• Wade, R. K. 1985. “What Makes the Difference in In-service Teacher Education? A Meta-analysis of Research.” Educational Leadership 42: 48–54.
   Web of Science ®Google Scholar
• Wilson, S., and J. Berne. 1999. “Teacher Learning and the Acquisition of Professional Knowledge: An Examination of Research on Contemporary Professional Development.” Review of Research in Education 24: 173–209.
   Web of Science ®Google Scholar