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Cited by 1,353

The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.

What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation

Penuel, William R., Fishman, Barry J., Yamaguchi, Ryoko, Gallagher, Lawrence P.·2007·American Educational Research Journal
DOI 10.3102/0002831207308221
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Abstract

This study uses a sample of 454 teachers engaged in an inquiry science program to examine the effects of different characteristics of professional development on teachers’ knowledge and their ability to implement the program. The authors analyzed results from a survey of teachers served by 28 professional development providers within a hierarchical linear modeling framework. Consistent with findings from earlier studies of effective professional development, this study points to the significance of teachers’ perceptions about how coherent their professional development experiences were for teacher learning and program implementation. The authors also found that the incorporation of time for teachers to plan for implementation and provision of technical support were significant for promoting program implementation in the program.

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Crossref · 10.3102/0002831207308221

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Metadata

Authors
Penuel, W. R., Fishman, B. J., Yamaguchi, R., & Gallagher, L. P.
Venue
American Educational Research Journal
Publisher
American Educational Research Association (AERA)
Published
2007-12
Volume
44
Issue
4
Pages
921-958
ISSN
  • 0002-8312 (ISSN-L)
  • 1935-1011
DOI
10.3102/0002831207308221
OpenAlex
W2050533287
Cited by
1,353
References
6
FWCI
159.55
Type
journal article
Language
en
Open access
closed

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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.