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Developing a Professional Development Program Model Based on Teachers' Needs.
11 references·4 citing·37 second hop
Developing a Professional Development Program Model Based on Teachers' Needs. (2005)Developing a Professional Development Pro…Policies That Support Professional Development in an Era of Reform (2011)Policies That Support Profess…Designing Professional Development for Teachers of Science and Mathematics (2010)Designing Professional Develo…Active Learning: Cooperation in the College Classroom (2006)Active Learning: Cooperation …Barriers and Facilitators in Scaling up Research-Based Practices (2003)Barriers and Facilitators in …Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study (2002)Effects of Professional Devel…What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)What Makes Professional Devel…Research to Practice: A “Blueprint” for Closing the Gap in Local Schools (1999)Research to Practice: A “Blue…Teacher Learning and the Mathematics Reforms: What We Think We Know and What We Need to Learn. (1996)Teacher Learning and the Math…Principles of Effective Professional Development for Mathematics and Science Education: A Synthesis of Standards (1996)Principles of Effective Profe…A Paradigm Shift in Staff Development. (1994)A Paradigm Shift in Staff Dev…The right to learn (1985)The right to learnAn integrative review of the models for teacher expertise and career development (2020)An integrative review of the …Professional development needs of primary school English-language teachers in Malaysia (2013)Professional development need…Mathematics Professional Development: Critical Features for Developing Leadership Skills and Building Teachers' Capacity. (2011)Mathematics Professional Deve…Teacher Leadership: Overcoming 'I Am Just a Teacher' Syndrome (2010)Teacher Leadership: Overcomin…Handbook of research on teaching (1986)Assessing Teacher Use of Opportunities to Respond and Effective Classroom Management Strategies (2008)Qualitative Data Analysis (2008)Early childhood teacher education: the case of geometry (2011)Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics With Trajectories and Technologies (2012)The Discovery of Grounded Theory (2017)The New Meaning of Educational Change (1991)Reviewing the evidence on how teacher professional development affects student achievement (2007)What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation (2007)Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills (2008)Single Case Experimental Designs: Strategies for Studying Behavior Change (1976)Including Students with Disabilities into the General Education Science Classroom (2002)The Science of Professional Development (2004)Learning from Collaboration: The Role of Teacher Qualities (2006)Education and Treatment of Children (2014)The educational researcher (2021)National Council of Teachers of Mathematics (1979)Knowledge and Teaching:Foundations of the New Reform (1987)National Science Education Standards (1995)Professional Development and Teacher Learning: Mapping the Terrain (2004)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Effective Teacher Professional Development (2017)A Study of Whole Classroom Mathematical Discourse and Teacher Change (2003)Characteristics of professional development that effect change in secondary science teachers' classroom practices (2005)A Framework for the Facilitation of Teachers’ Analysis of Video (2014)The laboratory in science education: Foundations for the twenty‐first century (2003)Conceptualizing Teacher Professional Learning (2011)Navigating the Bumpy Road to Student-Centered Instruction (1996)LEARNING BY DOING (2003)Pedagogies of Engagement: Classroom-Based Practices (2005)Improving Teacher Effectiveness through Structured Collaboration: A Case Study of a Professional Learning Community (2007)Professional Development for K–12 Math and Science Teachers: What Do We Really Know? (2009)A Dynamic Integrated Approach to teacher professional development: Impact and sustainability of the effects on improving teacher behaviour and student outcomes (2012)Teachers Matter: Attracting, Developing and Retaining Effective Teachers (2005)Authentic assessment of teaching in context (2000)How Should Research Contribute to Instructional Improvement? The Case of Lesson Study (2006)Teaming up: Linking collaboration networks, collective efficacy, and student achievement (2011)
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References

  • 2001What Makes Professional Development Effective? Results From a National Sample of Teachers5,045 cited
  • 2010Designing Professional Development for Teachers of Science and Mathematics2,532 cited
  • 2006Active Learning: Cooperation in the College Classroom2,247 cited
  • 2011Policies That Support Professional Development in an Era of Reform2,054 cited
  • 2002Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study1,569 cited
  • 1985The right to learn350 cited
  • 1996Teacher Learning and the Mathematics Reforms: What We Think We Know and What We Need to Learn.316 cited
  • 1996Principles of Effective Professional Development for Mathematics and Science Education: A Synthesis of Standards201 cited
  • 2003Barriers and Facilitators in Scaling up Research-Based Practices176 cited
  • 1999Research to Practice: A “Blueprint” for Closing the Gap in Local Schools145 cited
  • 1994A Paradigm Shift in Staff Development.143 cited

Cited by

  • 2010Teacher Leadership: Overcoming 'I Am Just a Teacher' Syndrome80 cited
  • 2011Mathematics Professional Development: Critical Features for Developing Leadership Skills and Building Teachers' Capacity.68 cited
  • 2020An integrative review of the models for teacher expertise and career development

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66 cited
  • 2013Professional development needs of primary school English-language teachers in Malaysia62 cited