Ariana P. Audisio, Rebecca Taylor-Perryman, Timothy B. Tasker, Matthew P. Steinberg
{"title":"教师专业发展能改善学生的学习吗？领先教育工作者奖学金模式的证据","authors":"Ariana P. Audisio, Rebecca Taylor-Perryman, Timothy B. Tasker, Matthew P. Steinberg","doi":"10.1080/19345747.2024.2361467","DOIUrl":null,"url":null,"abstract":"Teachers are the most important school-specific factor in student learning. Yet, little evidence exists linking teacher professional development programs and the strategies or activities that compr...","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"38 1","pages":""},"PeriodicalIF":1.7000,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Does Teacher Professional Development Improve Student Learning? Evidence from Leading Educators’ Fellowship Model\",\"authors\":\"Ariana P. Audisio, Rebecca Taylor-Perryman, Timothy B. Tasker, Matthew P. Steinberg\",\"doi\":\"10.1080/19345747.2024.2361467\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Teachers are the most important school-specific factor in student learning. Yet, little evidence exists linking teacher professional development programs and the strategies or activities that compr...\",\"PeriodicalId\":47260,\"journal\":{\"name\":\"Journal of Research on Educational Effectiveness\",\"volume\":\"38 1\",\"pages\":\"\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2024-09-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research on Educational Effectiveness\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/19345747.2024.2361467\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research on Educational Effectiveness","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/19345747.2024.2361467","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Does Teacher Professional Development Improve Student Learning? Evidence from Leading Educators’ Fellowship Model
Teachers are the most important school-specific factor in student learning. Yet, little evidence exists linking teacher professional development programs and the strategies or activities that compr...
期刊介绍：
As the flagship publication for the Society for Research on Educational Effectiveness, the Journal of Research on Educational Effectiveness (JREE) publishes original articles from the multidisciplinary community of researchers who are committed to applying principles of scientific inquiry to the study of educational problems. Articles published in JREE should advance our knowledge of factors important for educational success and/or improve our ability to conduct further disciplined studies of pressing educational problems. JREE welcomes manuscripts that fit into one of the following categories: (1) intervention, evaluation, and policy studies; (2) theory, contexts, and mechanisms; and (3) methodological studies. The first category includes studies that focus on process and implementation and seek to demonstrate causal claims in educational research. The second category includes meta-analyses and syntheses, descriptive studies that illuminate educational conditions and contexts, and studies that rigorously investigate education processes and mechanism. The third category includes studies that advance our understanding of theoretical and technical features of measurement and research design and describe advances in data analysis and data modeling. To establish a stronger connection between scientific evidence and educational practice, studies submitted to JREE should focus on pressing problems found in classrooms and schools. Studies that help advance our understanding and demonstrate effectiveness related to challenges in reading, mathematics education, and science education are especially welcome as are studies related to cognitive functions, social processes, organizational factors, and cultural features that mediate and/or moderate critical educational outcomes. On occasion, invited responses to JREE articles and rejoinders to those responses will be included in an issue.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
