Journal article
Supporting university content specialists in providing effective professional development: the educative role of evaluation
Teacher development, Vol.20(4), pp.538-556
08/07/2016
DOI: 10.1080/13664530.2016.1173577
Abstract
Evaluation of professional development (PD) has traditionally been composed of summative and formative feedback, and has focused on assessing the extent to which the PD impacts participating teachers' knowledge, beliefs, and practices. This study establishes an additional purpose for PD evaluation - as educative opportunities for professional developers, particularly for PD providers who are university-level content specialists (e.g. scientists, mathematicians, statisticians, engineers). Through analysis of data collected as state-wide evaluators for one US Midwest state's Improving Teacher Quality Grant PD programs, and utilizing an analysis methodology which we term 'recommendation traces,' we examine formative evaluation recommendations that we made to four different PD projects over three years. Findings from this study shed light on how content specialists who work in PD projects can learn about effective PD through project evaluation efforts.
Details
- Title: Subtitle
- Supporting university content specialists in providing effective professional development: the educative role of evaluation
- Creators
- Fran Arbaugh - Pennsylvania State UniversityRose Marra - University of MissouriJohn K. Lannin - University of MissouriYa-Wen Cheng - University of MissouriDominike Merle-Johnson - Montgomery County Community CollegeRena′ Smith - Northwest Missouri State University
- Resource Type
- Journal article
- Publication Details
- Teacher development, Vol.20(4), pp.538-556
- DOI
- 10.1080/13664530.2016.1173577
- ISSN
- 1366-4530
- eISSN
- 1747-5120
- Publisher
- Routledge
- Number of pages
- 19
- Language
- English
- Date published
- 08/07/2016
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9985223621102771
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