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Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds
ARTICLE

, , , , , , Teachers and Teaching Research Centre, Australia

TATE Volume 68, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Robust evidence of the effectiveness of professional development for teachers is limited. This study tested a pedagogy-based, collaborative PD approach for impact on the quality of teaching. A cluster randomised controlled trial involving eight teachers at each of 24 schools found significant positive effects on teaching quality (d = 0.4), independent of school type (primary/secondary), school location (urban/rural), and years of teaching experience. These effects were sustained six months later. Qualitative data are used to illustrate mechanisms underpinning the success of the intervention. This study illuminates how to support teacher learning for measurable positive impacts on teaching quality and teacher morale.

Citation

Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H. & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education: An International Journal of Research and Studies, 68(1), 99-113. Elsevier Ltd. Retrieved October 23, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2017.08.007

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