Gateway to Think Tanks
来源类型 | Publication |
Unpacking Teacher Professional Development | |
Prashant Loyalka; Anna Popova; Guirong Li; Chengfang Liu; Henry Shi | |
发表日期 | 2017 |
出版年 | 2017 |
语种 | 英语 |
摘要 | Despite massive investments in teacher professional development (PD) programs in developing countries, there is little evidence on their effectiveness. We present the results of a large-scale, randomized evaluation of a high-profile PD program in China, in which teachers were randomized to receive PD; PD plus follow-up; PD plus evaluation of their command of the PD content; or no PD. Precise estimates indicate that PD and associated interventions failed to improve teacher and student outcomes. A detailed analysis of the causal chain shows teachers find PD content to be overly theoretical, and PD delivery too rote and passive, to be useful. |
主题 | Teaching and Leadership Effectiveness |
子主题 | Educator Preparation and Development |
URL | https://cepa.stanford.edu/content/unpacking-teacher-professional-development |
来源智库 | Center for Education Policy Analysis (United States) |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/491798 |
推荐引用方式 GB/T 7714 | Prashant Loyalka,Anna Popova,Guirong Li,et al. Unpacking Teacher Professional Development. 2017. |
条目包含的文件 | 条目无相关文件。 |
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