Linking teacher and student learning to improve professional development in systemic reform Export

@article{citeulike:2135102, abstract = {Professional development is key to standards-based reform, yet there is little empirical evidence upon which to base decisions of design or implementation. This paper presents a model of teacher learning and an analytic framework linking professional development to student and teacher learning. Our approach begins with an analysis of relevant content standards, and uses evidence of student performance to gauge areas of need. Professional development is evaluated using a combination of teacher reflection, classroom observation, and ongoing assessment of student performance. An example of this framework and process in use is presented in the context of an urban systemic reform program in science.}, author = {Fishman, B.}, citeulike-article-id = {2135102}, citeulike-linkout-0 = {http://dx.doi.org/10.1016/S0742-051X(03)00059-3}, citeulike-linkout-1 = {http://linkinghub.elsevier.com/retrieve/pii/S0742-051X(03)00059-3}, citeulike-linkout-2 = {http://www.sciencedirect.com/science/article/B6VD8-4983VRX-8/2/72781ec62ccd1ce617f8a5c2c5fbe9d8}, doi = {10.1016/S0742-051X(03)00059-3}, issn = {0742051X}, journal = {Teaching and Teacher Education}, keywords = {professionaldevelopment}, month = {August}, number = {6}, pages = {643--658}, posted-at = {2008-09-01 15:21:59}, priority = {2}, title = {Linking teacher and student learning to improve professional development in systemic reform}, url = {http://dx.doi.org/10.1016/S0742-051X(03)00059-3}, volume = {19}, year = {2003} }

TY - JOUR ID - citeulike:2135102 L3 - citeulike-article-id:2135102 N2 - Professional development is key to standards-based reform, yet there is little empirical evidence upon which to base decisions of design or implementation. This paper presents a model of teacher learning and an analytic framework linking professional development to student and teacher learning. Our approach begins with an analysis of relevant content standards, and uses evidence of student performance to gauge areas of need. Professional development is evaluated using a combination of teacher reflection, classroom observation, and ongoing assessment of student performance. An example of this framework and process in use is presented in the context of an urban systemic reform program in science. IS - 6 JF - Teaching and Teacher Education SN - 0742051X EP - 658 TI - Linking teacher and student learning to improve professional development in systemic reform VL - 19 SP - 643 KW - professionaldevelopment AU - Fishman, B PY - 2003/08// UR - http://dx.doi.org/10.1016/S0742-051X(03)00059-3 ER -