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ERIC Number: EJ665618
Record Type: Journal
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0013-175X
Do Changes in Patterns of Participation in Teachers' Professional Development Reflect the Goals of Standards-based Reform?
Smith, Thomas M.; Desimone, Laura M.
Educational Horizons, v81 n3 p119-29 Spr 2003
Schools and Staffing Survey data on public school teachers from 1993-94 and 1999-2000 show that more teachers participate in content-focused professional development, more policy supports provide incentives for participation, and more resources for professional development are allocated to high-poverty schools. The largest increase in sustained professional development is in math. Novice and experienced teachers' participation patterns differ. (Contains 26 endnotes.) (SK)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)