ERIC Number: EJ890679
Record Type: Journal
Publication Date: 2010-Mar
Abstractor: As Provided
Reference Count: N/A
Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers' Practice
Parise, Leigh Mesler; Spillane, James P.
Elementary School Journal, v110 n3 p323-346 Mar 2010
Recent education reform has emphasized the importance of teacher learning in improving classroom instruction and raising student achievement. This article focuses on teachers' learning opportunities, including formal professional development and on-the-job learning that occurs through interactions with colleagues. Using data from 30 elementary schools in a mid-sized urban school district, the authors concurrently explore the relationships between teachers' formal professional development and on-the-job learning opportunities and instructional change. Results suggest that formal professional development and on-the-job opportunities to learn are both significantly associated with changes in teachers' instructional practice in mathematics and English language arts.
Descriptors: Urban Schools, Teacher Improvement, Educational Change, Elementary School Teachers, Teaching Methods, Teacher Effectiveness, Academic Achievement, Teacher Collaboration, Correlation, Mathematics Instruction, Language Arts, Faculty Development
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: email@example.com; Web site: http://www.journal.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
IES Cited: ED561139; ED565633