Does Teacher Professional Development Improve Student Learning? Evidence from Leading Educators’ Fellowship Model-Reference-Cited by-同舟云学术

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Does Teacher Professional Development Improve Student Learning? Evidence from Leading Educators’ Fellowship Model

Published:2024-09-10 Issue: Volume: Page:1-40
ISSN:1934-5747
Container-title:Journal of Research on Educational Effectiveness
language:en
Short-container-title:Journal of Research on Educational Effectiveness

Author:

Audisio Ariana P.¹,Taylor-Perryman Rebecca¹,Tasker Timothy B.¹,Steinberg Matthew P.²

Affiliation:

1. Leading Educators, Data and Evaluation, New Orleans, Louisiana, USA

2. Accelerate, Research and Evaluation, Nashville, Tennessee, USA

Funder

Carnegie Corporation of New York

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/19345747.2024.2361467

Reference68 articles.

1. Teachers and Student Achievement in the Chicago Public High Schools

2. An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement

3. A Dynamic Integrated Approach to teacher professional development: Impact and sustainability of the effects on improving teacher behaviour and student outcomes

4. How much should we trust staggered difference-in-differences estimates?

5. Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. In P. Peterson, E. Baker, & B. McGraw (Eds.), International encyclopedia of education (3rd ed., pp. 548–556). Academic Press.

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