Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/849
Title: The Impact of Evidence-Based Professional Development on Classroom Dynamics
Authors: Chen, Gaowei
Chan, Carol
Yu, Jinjian
Hu, Liru
Clarke, Sherice
Resnick, Lauren
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Chen, G., Chan, C., Yu, J., Hu, L., Clarke, S., & Resnick, L. (2018). The Impact of Evidence-Based Professional Development on Classroom Dynamics. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: Evidence-based data use in teacher professional development (PD) programs has been proposed as an effective way for supporting teacher learning and reflection. However, few studies provided empirical evidences on its impact on teachers’ and students’ classroom behaviour across PD sessions. This paper reports the findings of how a video-based mathematics teacher PD program, in which teachers reflected on self-captured videos supported by Classroom Discourse Analyzer (CDA), influenced the teacher and students’ classroom engagement over time.
URI: https://doi.dx.org/10.22318/cscl2018.1769
https://repository.isls.org//handle/1/849
Appears in Collections:ICLS 2018

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