Research on professional development and teacher change: implications for adult basic education

Corporate Name: National Center for the Study of Adult Learning and Literacy (U.S.)

Series or Serial: Review of Adult Learning and Literacy, Vol. 7, pp. 205-244

Publisher: Routledge/Taylor & Francis Group, Ltd.

Published At: London, UK

Date Published: 2007

Distributor: Routledge/Taylor & Francis Group - U.S. Division

Source Address: 325 Chestnut Street, 8th Fl.

Source City/State/Zip: Philadelphia PA 19106

Phone: 1-800-354-1420

Material Type: Information Analysis

Intended Audience: General

Physical Media: Print

Physical Description: 39 p

Subjects: Adult Learning; Adult Basic Education; Professional Development; Teacher Education; Educational Attainment; Educational Policy

Abstract:
This is an excerpt [Ch. 7] from the seventh in an annual series of journals on adult learning and literacy. The authors of this chapter, drawing on the K-12 and adult literacy education research literature, "examine two topics: (a) what is known about what makes teacher professional development effective, and (b) how teachers change as a result of professional development." Extensive list of references is included. Also, see this chapter online at the NCSALL site http://www.ncsall.net/fileadmin/resources/ann_rev/smith-gillespie-07.pdf

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