NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1059841
Record Type: Journal
Publication Date: 2015-Apr
Pages: 3
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0276-928X
Study Links Learning Design to Changes in Knowledge, Beliefs, and Behaviors. Lessons from Research
Killion, Joellen
Journal of Staff Development, v36 n2 p58-60 Apr 2015
In this study of 16 teachers in two primary schools in the Netherlands, researchers built on findings from previous studies to demonstrate that a thoughtfully designed professional development program can be "effective and sustainable, if certain conditions are met" (p. 772) in changing teachers' knowledge, beliefs, perceived problems, and classroom practices. Linda Van den Bergh, Anje Ros, and Douwe Beijaard designed a teacher professional development program to improve teachers' knowledge, beliefs, perceived problems, and classroom behaviors related to student feedback during active learning. The study focused on the short and long-term effects of a professional development program aimed at improving teacher feedback during active learning on: (1) Primary school teachers' beliefs regarding feedback during active learning; (2) The problems primary school teachers perceive regarding feedback during active learning; and (3) Primary school teachers' feedback behaviors in the context of active learning.
Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.learningforward.org/news/jsd/index.cfm
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands