What Makes Professional Development Effective? Results From a National Sample of Teachers
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Implementation and Effects Of One-to-One Computing InitiativesReducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting.Improving undergraduate STEM education: The efficacy of discipline-based professional development.Modeling for Fidelity: virtual mentorship by scientists fosters teacher self-efficacy and promotes implementation of novel high school biomedical curricula.Developing the mental health workforce: review and application of training approaches from multiple disciplines.An analysis of the adaptability of a professional development program in public health: results from the ALPS StudyMuseum Monsters and Victorious Viruses: Improving Public Understanding of Emerging Biomedical Research.Guided by Theory, Informed by Practice: Training and Support for the Good Behavior Game, a Classroom-based Behavior Management Strategy.Translational Research in South Africa: Evaluating Implementation Quality Using a Factorial Design.Trends in professional development for and collaboration by health education teachers--41 states, 2000-2010Lessons Learned Coaching Teachers in Behavior Management: The PBISplus Coaching ModelMaximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual FrameworkAddressing Health Literacy Challenges With a Cutting-Edge Infectious Disease Curriculum for the High School Biology ClassroomStudy protocol for a group randomized controlled trial of a classroom-based intervention aimed at preventing early risk factors for drug abuse: integrating effectiveness and implementation research.Professional development for science teachers.Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals' Views and Experiences.Characteristics of Teacher Training in School-Based Physical Education Interventions to Improve Fundamental Movement Skills and/or Physical Activity: A Systematic Review.Trying to Raise (Low) Math Achievement and to Promote (Rigorous) Policy Evaluation in Italy: Evidence From a Large-Scale Randomized Trial.Coaching teachers to improve implementation of the good behavior game.The 'robustness' of vocabulary intervention in the public schools: targets and techniques employed in speech-language therapy.Strategies for Improving Power in School-Randomized Studies of Professional Development.N(2)E: Envisioning a process to support transition from nurse to educator.Promoting Student-Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting.Issues in implementing a comprehensive intervention for public school children with autism spectrum disorders.Informing Estimates of Program Effects for Studies of Mathematics Professional Development Using Teacher Content Knowledge Outcomes.Do less effective teachers choose professional development does it matter?Effects of MyTeachingPartner–Math/Science on Teacher–Child Interactions in Prekindergarten ClassroomsHow the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of CoachingPromoting Young Children's Social Competence through the Preschool PATHS Curriculum and MyTeachingPartner Professional Development ResourcesThe Role of the Mentor in Supporting New Teachers: Associations with Self-Efficacy, Reflection, and QualityScaling Up Professional Development in an Era of Common State StandardsImproving the Mathematical Content Knowledge of General and Special EducatorsTeacher peer excellence groups (TPEGs)Teachers’ Uses of a Learning Trajectory in Student-Centered Instructional PracticesHelping Teachers Help ThemselvesImpact of sustained professional development in STEM on outcome measures in a diverse urban districtIncreasing the STEM pipeline: Impact of a multi-faceted STEM organizationIncreasing the STEM pipeline: Impact of a multi-faceted STEM organizationModern Language Instruction at Community College: A Survey-Based Study of Modern Language InstructorsShared Sense-making in Curriculum Reform: Orchestrating the Local Curriculum Work
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P2860
What Makes Professional Development Effective? Results From a National Sample of Teachers
description
article
@en
im Januar 2001 veröffentlichter wissenschaftlicher Artikel
@de
wetenschappelijk artikel
@nl
наукова стаття, опублікована в січні 2001
@uk
ലേഖനം
@ml
name
What Makes Professional Development Effective? Results From a National Sample of Teachers
@en
What Makes Professional Development Effective? Results From a National Sample of Teachers
@nl
type
label
What Makes Professional Development Effective? Results From a National Sample of Teachers
@en
What Makes Professional Development Effective? Results From a National Sample of Teachers
@nl
prefLabel
What Makes Professional Development Effective? Results From a National Sample of Teachers
@en
What Makes Professional Development Effective? Results From a National Sample of Teachers
@nl
P2093
P1476
What Makes Professional Development Effective? Results From a National Sample of Teachers
@en
P2093
Andrew C Porter
Beatrice F Birman
Kwang Suk Yoon
Laura Desimone
Michael S. Garet
P304
P356
10.3102/00028312038004915
P577
2001-01-01T00:00:00Z