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What Do We Know about Professional Development? - Previous Revision

What Do We Know about Professional Development?

Research shows that teachers in culturally and linguistically complex classrooms can internalize professional development that can serve as a heuristic in helping them plan their individual instruction programs. Teachers can develop generative knowledge and draw upon that knowledge when teaching students.

Ball, Arnetha F. (2009, March). "Toward a Theory of Generative Change in Culturally Linguistically Complex Classrooms."  American Educational Research Journal (AERJ), 46(1), 45-72.

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Collaborative efforts among teachers, teacher educators, and university researchers can facilitate development of institutional discussion practices that teachers can apply in the classroom. Using dialogic spaces as sites of interaction within and across university teacher education and secondary English classrooms, a rich set of conceptual and practical tools for understanding and enacting cross-institutional practices can be developed.

Dorothea Anagnostopoulos, Emily R Smith, Martin Nystrand. "Creating Dialogic Spaces to Support Teachers' Discussion Practices: An Introduction. " English Education  41.1 (2008): 4-12.

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Research shows that teachers gain from professional development experiences when they are able to tailor strategies to their needs, collaborate with peers, and plan professional development events.

Diaz-Magglioli, G. (2004). Teacher-centered professional development. Alexandria, VA: ASCD.

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Research shows that educators are focusing on student achievement when they think about the goals of professional development.  Consequently, some educators are taking control of the planning of career development events. .

Loschert, Kristen. “Teachers and ESPs speak up about their professional development needs.” NEA Today. Washington: Sep 2003. Vol. 22, Iss. 1; pg. 33

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