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ERIC Number: EJ1015994
Record Type: Journal
Publication Date: 2013-Jul
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0313-5373
Enriching the Professional Learning of Early Years Teachers in Disadvantaged Contexts: The Impact of Quality Resources and Quality Professional Learning
Warren, Elizabeth A.; Miller, Jodie
Australian Journal of Teacher Education, v38 n7 Article 7 Jul 2013
Studies indicate that very few teachers entering disadvantaged contexts feel prepared academically or professionally to teach effectively. This study focuses on the impact of a model for professional learning, the RoleM Professional Learning model (RPL), situated in a disadvantaged context over a three-year period. The participating teachers (n = 12) in this study taught in the first three years of school (Foundation to Year 2). To ascertain the effectiveness of RPL, teachers were interviewed three times a year and students' pre and post-test scores were also considered. The results indicate that quality teaching is related to the establishment of quality resources and quality professional learning. Additionally, students demonstrated significant gains between the pre and post-test scores. Furthermore, as teachers move towards exhibiting the characteristics of expert teachers they progress through five stages and it takes at least two years for this progression to occur. (Contains 2 figures and 6 tables.)
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A