Significant funds have been allocated in the United States at the federal, state, and local levels to provide teacher professional development aimed at bringing about instructional change and resulting in improved student achievement. One important indicator for quality and effectiveness
in professional development is change in teaching practice. This study was designed to observe instructional change among 45 classroom teachers across three data points: at the beginning, in the middle, and at the end of a two-year statewide professional development initiative focused on incorporating
formative instructional practices into daily classroom work. Repeated measure analysis results indicated significant changes in providing effective feedback and encouraging student ownership of learning. Change patterns in the classrooms included in this study informed future professional
development focus, design, and delivery. Researchers found that implementing a comprehensive teacher professional development initiative to improve instructional quality is promising yet challenging because of differing local implementation plans, organizational structures, priorities, and
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
formative instructional practices;
Document Type: Research Article
Department of Educational Foundations & Leadership, The University of Akron, Akron, OH, USA
FIP Professional Development Evaluation, The University of Akron, Akron, OH, USA
Department of Curricular & Instructional Studies, The University of Akron, Akron, OH, USA
Office for Exceptional Children, Ohio Department of Education, Columbus, OH, USA
January 1, 2020