NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1052750
Record Type: Journal
Publication Date: 2015-Mar
Pages: 12
Abstractor: As Provided
Reference Count: 96
ISBN: N/A
ISSN: ISSN-1863-9690
Evidence-Based CPD: Scaling up Sustainable Interventions
Roesken-Winter, Bettina; Hoyles, Celia; Blömeke, Sigrid
ZDM: The International Journal on Mathematics Education, v47 n1 p1-12 Mar 2015
In this survey paper we approach the challenge of scaling CPD from four perspectives. First, we elaborate on crucial aspects of teacher learning and what taking the learning of these crucial aspects entails. Second, we focus on different CPD frameworks to showcase developments in CPD research and practice over the last 40 years and the influences of different views of CDP. Third, we elaborate what developing CPD in an evidence-based way means, before we finally discuss crucial issues of spreading CPD on a large scale. In this last perspective, we draw on Coburn's four dimensions characterizing the process of scaling CPD interventions, depth, sustainability, spread, and shift in reform ownership to discuss how the challenge of scaling high-quality CPD might be successfully addressed. Our literature review is based on findings from education research in general and mathematics education research in particular in order to pay attention to both overarching aspects of providing effective CPD and the domain-specific factors of mathematics teaching and learning. Against this background, we identify needs for further research and provide an overview how the papers in this Special Issue of ZDM might address these needs.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A