Questioning teacher goals in professional development: Do goals really make a difference?

Chandra Hawley Orrill; Sandra Geisler; Rachael Eriksen Brown; Victor Brunaud-Vega

Questioning teacher goals in professional development: Do goals really make a difference?

Chandra Hawley Orrill, Sandra Geisler, Rachael Eriksen Brown, Victor Brunaud-Vega

Division of Social Sciences (Abington)

Research output: Contribution to journal › Conference article › peer-review

Abstract

This study reports empirical evidence on a common principle of effective professional development dealing with teachers' involvement in their own learning. The data used were collected during a five-day mathematics institute involving 51 teachers in grades three through eight. Questions of how participants' goals influence their satisfaction, perceptions, and learning were examined. Surprisingly, the alignment of the participants' goals with the institute's goals did not effect satisfaction, perceptions, or learning.

Original language	English (US)
Pages (from-to)	105-106
Number of pages	2
Journal	Computer-Supported Collaborative Learning Conference, CSCL
Issue number	PART 3
State	Published - Dec 1 2008
Event	International Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008 - Utrecht, Netherlands Duration: Jun 23 2008 → Jun 28 2008

All Science Journal Classification (ASJC) codes

Human-Computer Interaction
Education

Cite this

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abstract = "This study reports empirical evidence on a common principle of effective professional development dealing with teachers' involvement in their own learning. The data used were collected during a five-day mathematics institute involving 51 teachers in grades three through eight. Questions of how participants' goals influence their satisfaction, perceptions, and learning were examined. Surprisingly, the alignment of the participants' goals with the institute's goals did not effect satisfaction, perceptions, or learning.",

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N2 - This study reports empirical evidence on a common principle of effective professional development dealing with teachers' involvement in their own learning. The data used were collected during a five-day mathematics institute involving 51 teachers in grades three through eight. Questions of how participants' goals influence their satisfaction, perceptions, and learning were examined. Surprisingly, the alignment of the participants' goals with the institute's goals did not effect satisfaction, perceptions, or learning.

AB - This study reports empirical evidence on a common principle of effective professional development dealing with teachers' involvement in their own learning. The data used were collected during a five-day mathematics institute involving 51 teachers in grades three through eight. Questions of how participants' goals influence their satisfaction, perceptions, and learning were examined. Surprisingly, the alignment of the participants' goals with the institute's goals did not effect satisfaction, perceptions, or learning.

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ER -

Questioning teacher goals in professional development: Do goals really make a difference?

Abstract

All Science Journal Classification (ASJC) codes

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