Journal Article10.2307/1175528
Response to Guskey
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About: This article is published in Educational Researcher. The article was published on 01 Dec 1986.
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Invitations to Inquiry: Rethinking Staff Development in Adult Literacy Education. Technical Report TR92-2.
Susan L. Lytle
- 01 Oct 1992
TL;DR: The Adult Literacy Practitioner Inquiry Project uses a model for inquiry-centered staff development in which participants work collaboratively to conduct systematic inquiries at their program settings, critically analyze current theory and research from field-based perspectives, and make problematic the social, political, and cultural arrangements that structure literacy learning and teaching in particular contexts as mentioned in this paper.
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Teachers’ Attitudes towards Implementation of the Upgraded Curriculum in a Secondary School in Aktau, City of Mangystau Province, Kazakhstan
Gulden Suyundikova
- 01 Jun 2019
TL;DR: In this article, the central phenomenon is defined as "a set of events that occur when a set of beliefs are violated." The central phenomenon can be defined as a "generalization of a particular belief".
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Assessing the Factors Impacting Professional Learning for Teachers in Seventh-Day Adventist Schools: A Comparison of Millennials and Non-Millennials.
Betty L. Bayer
- 01 Jan 2017
TL;DR: In this paper, the authors assess the factors that affect professional learning for teachers in six-week-day ADVENTIST schools: a comparison of MILLENNIALS and non-millennials.
Assessing changes in professional attitudes: Effects of continuing education
TL;DR: This program was developed by a national professional organization in response to federal legislation promoting major changes in the delivery of early intervention services and included the following variables: preworkshop attitudes, location of the workshop, employer, workshop satisfaction, professional role, and pediatric experience.
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References
•Journal Article
Teacher Concerns as a Basis for Facilitating and Personalizing Staff Development.
Gene E. Hall,Susan F. Loucks +1 more
TL;DR: In this paper, the authors developed guiding concepts to assist staff developers in designing and delivering relevant activities to meet the individual needs of teachers who face a wide variety of issues and problems.
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Toward a More Effective Model of Research on Teaching
TL;DR: Bolster, Jr. as mentioned in this paper examines the genesis and perpetuation of divergent perspectives of teachers and educational researchers concerning how knowledge is formulated and determined, and advocates a sociolinguistic ethnographic approach as the research methodology most likely to generate knowledge that is both intellectually rigorous and helpful in teacher development.
240
•Journal Article
What makes a difference in inservice teacher education: a meta-analysis of the research
TL;DR: Wade et al. as mentioned in this paper performed a meta-analysis to draw generaliza¬ tions regarding the efficacy of various inservice teacher education programs and found that the effectiveness was measured at four different effect levels: participants' reactions to training, participants' learning, behavior change of participants and results in terms of participants or their students.
•Journal Article
The Teacher's Role in School Improvement.
TL;DR: This article found that teachers are experimenting with and implementing new practices with remarkable success, and that new practices that have been implemented have remained in use and resulted in considerable improvement in schools and classrooms.
100
•Journal Article
How Valid Are Surveys of Teacher Needs
Linda L. Jones,Andrew Hayes +1 more
TL;DR: Asking teachers what inservice they want may not produce an accurate assessment of needs as discussed by the authors, since planners of staff development programs and persons conducting research on staff development may wrongly assume that statements of needs made by teachers are their needs rather than symptoms of needs that must be diagnosed more completely.
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