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ERIC Number: EJ897518
Record Type: Journal
Publication Date: 2010-Nov
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0742-051X
The Effects of Sustained Classroom-Embedded Teacher Professional Learning on Teacher Efficacy and Related Student Achievement
Bruce, Catherine D.; Esmonde, Indigo; Ross, John; Dookie, Lesley; Beatty, Ruth
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n8 p1598-1608 Nov 2010
This paper reports on the impact of a classroom-embedded professional learning (PL) program for mathematics teaching in two contrasting districts in Canada, and investigates the relationship between teacher efficacy and student achievement. Before the PL, District A had lower teacher efficacy and student achievement than District B, but after the PL, this situation was reversed. Qualitative analysis revealed that the two districts reported learning very different things from the PL opportunity. The complexities of context, prior learning experiences, goal setting, and persistence of participants all factored into what and how teachers learned. (Contains 4 figures and 3 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada