Determining and Responding to Teacher Professional Development Needs

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Determining and Responding to Teacher Professional Development Needs

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/5128

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dc.contributor.author Chval, Kathryn B. (Kathryn Bouchard)
dc.coverage.spatial United States
dc.date.accessioned 2010-01-27T16:59:51Z
dc.date.available 2010-01-27T16:59:51Z
dc.date.issued 2008
dc.identifier.uri http://hdl.handle.net/10355/5128
dc.description.abstract Though prior efforts described in the research base emphasized the importance of professional development for the purposes of elevating teacher knowledge and practice, the school improvement and leadership literature suggested that providing professional development for teachers was not the only necessary component for moving school organizations forward. As a result, the initial premise of the ALM project was based on the idea that revitalizing school mathematics programs required full, systemic change, including changes by administrators and parents, changes in teachers' beliefs and practices, and changes in learning and attitudes on the part of children (Senge, 1991). Although this paper focuses on determining and responding to the professional needs of teachers, it is important to situate this discussion within the context in which the work was conducted. en
dc.language.iso en_US en
dc.relation.ispartof Learning, Teaching, and Curriculum publications (MU) en_US
dc.source.uri http://pdmathsci.net/reports/pi_memos/alm.pdf en
dc.subject.lcsh Mathematics teachers -- Training of en
dc.subject.lcsh Teachers -- In-service training en
dc.title Determining and Responding to Teacher Professional Development Needs en
dc.type Article en
dc.relation.ispartofcommunity University of Missouri-Columbia. College of Education. Department of Learning, Teaching, and Curriculum


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