How effective is the professional development in which teachers typically participate? Quasi-experimental analyses of effects on student achievement based on TIMSS 2003

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How effective is the professional development in which teachers typically participate? Quasi-experimental analyses of effects on student achievement based on TIMSS 2003–2019

Published:2023-10 Issue: Volume:132 Page:104242
ISSN:0742-051X
Container-title:Teaching and Teacher Education
language:en
Short-container-title:Teaching and Teacher Education

Author:

Kirsten Nils^ORCID,Lindvall Jannika,Ryve Andreas,Gustafsson Jan-Eric

Funder

Vetenskapsrådet

Publisher

Elsevier BV

Subject

Education

Reference60 articles.

1. Effects of teacher professional learning activities on student achievement growth;Akiba;The Journal of Educational Research,2016

2. Fixed effects regression models;Allison,2009

3. Maximum likelihood for cross-lagged panel models with fixed effects;Allison;Socius,2017

4. Instructional quality and achievement inequality: How effective is teaching in closing the social achievement gap?;Atlay;Learning and Instruction,2019

Cited by 3 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Does formal teacher competence matter for students’ mathematics achievement? Results from Swedish TIMSS 2019;Educational Research and Evaluation;2024-07-02

2. Unpacking the dynamics of educational access and teacher wellbeing in Ghana's free senior high school policy;Social Sciences & Humanities Open;2024

3. The Analytics of Additional Professional Education for Teachers in Pre-Professional Classes in Moscow Schools;Open Education;2023-12-14

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