Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures

Desimone, L.M.

doi:10.3102/0013189X08331140

Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures

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Resource type

Journal Article

Author/contributor

Desimone, L.M. (Author)

Title

Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures

Publication

Educational Researcher

Volume

Issue

Pages

181-199

Date

2009

DOI

10.3102/0013189X08331140

Short Title

Improving impact studies of teachers’ professional development

URL

https://isidore.udayton.edu/access/content/group/48d85ee6-68d7-4a63-ac4e-db6c0e01d494/EDT650/readings/Desimone_Laura_M.pdf

Citation

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140

Theme

Teacher Education

Link to this record

https://docs.opendeved.net/lib/9VLD4ENX

Relations

Cited by

Cited by

Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review. Computers and Education Open, 3, 100080. https://doi.org/10.1016/j.caeo.2022.100080
Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. (2018). Teacher Professional Development around the World: The Gap between Evidence and Practice. World Bank. https://doi.org/10.1596/1813-9450-8572