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Teachers Taking up Explicit Instruction: The Impact of a Professional Development and Directive Instructional Coaching Model
16 references·1 citing·31 second hop
Teachers Taking up Explicit Instruction: The Impact of a Professional Development and Directive Instructional Coaching Model (2018)Teachers Taking up Explicit Instruction: …Rethinking Instructional Leadership, a Review (2012)Rethinking Instructional Lead…Using Coaching to Improve the Fidelity of Evidence-Based Practices: A Review of Studies (2010)Using Coaching to Improve the…What Works in Professional Development? (2009)What Works in Professional De…Visible learning: a synthesis of over 800 meta‐analyses relating to achievement (2009)Visible learning: a synthesis…Professional learning in the learning profession: A status report on teacher development in the United States and abroad. (2009)Professional learning in the …Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2008)Visible Learning: A Synthesis…Reviewing the evidence on how teacher professional development affects student achievement (2007)Reviewing the evidence on how…Instructional Coaching: A Partnership Approach to Improving Instruction (2007)Instructional Coaching: A Par…Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Why Minimal Guidance During I…Teacher Quality and Student Achievement (2000)Teacher Quality and Student A…The Evolution of Peer Coaching (1996)The Evolution of Peer CoachingChange Forces: Probing the Depths of Educational Reform (1995)Change Forces: Probing the De…Cognitive Coaching: A Foundation for Renaissance Schools (1993)Cognitive Coaching: A Foundat…Student achievement through staff development (1988)Student achievement through s…Theory of Instruction: Principles and Applications (1982)Theory of Instruction: Princi…The Coaching of Teaching. (1982)The Coaching of Teaching.Introduction to Education (2021)Introduction to EducationThe magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Experiential Learning : Experience as the Source of Learning and Development (1983)Those Who Understand: Knowledge Growth in Teaching (1986)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Cognitive Load Theory (2011)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Evaluating professional development (1999)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016)Teachers’ roles and identities in student-centered classrooms (2018)A new framework for teachers’ professional development (2021)EQUALITY OF EDUCATIONAL OPPORTUNITY (1968)Teacher Characteristics and Student Achievement Gains: A Review (2003)Stichwort: Professionelle Kompetenz von Lehrkräften (2006)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Handbook of research on teaching (1986)Contemporary Approaches to Teacher Professional Development (2010)The New Meaning of Educational Change (2010)Teachers’ Content Knowledge and Pedagogical Content Knowledge (2012)“Together we are better”: Professional learning networks for teachers (2016)Improving Students’ Learning With Effective Learning Techniques (2013)A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017)The development of student feedback literacy: enabling uptake of feedback (2018)Linking Theory and Practice: Changing the Pedagogy of Teacher Education (1999)The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence (2018)Professional Development and Teacher Change (2002)Professional Learning Communities: A Review of the Literature (2006)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Constructivism and Instructional Design (1991)The effects of theoretically different instruction and student characteristics on the skills of struggling readers (2005)The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research (2018)
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References

  • 2008Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement6,937 cited
  • 2006Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching6,900 cited
  • 2009Visible learning: a synthesis of over 800 meta‐analyses relating to achievement4,581 cited
  • 1995Change Forces: Probing the Depths of Educational Reform2,809 cited
  • 2000Teacher Quality and Student Achievement2,271 cited
  • 1988Student achievement through staff development2,105 cited
  • 2009Professional learning in the learning profession: A status report on teacher development in the United States and abroad.1,746 cited
  • 2007Reviewing the evidence on how teacher professional development affects student achievement1,274 cited
  • 2009What Works in Professional Development?893 cited
  • 1982Theory of Instruction: Principles and Applications700 cited
  • 1996The Evolution of Peer Coaching679 cited
  • 1993Cognitive Coaching: A Foundation for Renaissance Schools643 cited
  • 1982The Coaching of Teaching.566 cited
  • 2012Rethinking Instructional Leadership, a Review525 cited
  • 2010Using Coaching to Improve the Fidelity of Evidence-Based Practices: A Review of Studies

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477 cited
  • 2007Instructional Coaching: A Partnership Approach to Improving Instruction435 cited
  • Cited by

    • 2021Introduction to Education56 cited