STUDY EXPLORES HOW TEACHERS SPEND PROFESSIONAL LEARNING TIME.
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| Title: | STUDY EXPLORES HOW TEACHERS SPEND PROFESSIONAL LEARNING TIME. |
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| Authors: | Foster, Elizabeth1 elizabeth.foster@learningforward.org |
| Source: | Learning Professional. Aug2023, Vol. 44 Issue 4, p18-20. 3p. |
| Subject Terms: | *Professional education, *Academic achievement, *Collaborative learning, *Teacher effectiveness, Time perspective |
| Abstract: | The article focuses on study by RAND Corp, which investigates how teachers allocate their professional learning time and its relationship to classroom practices. The study draws from the 2022 American Instructional Resources Survey of 8,063 K-12 teachers. Collaborative learning is the most common format, with around three-quarters of teachers frequently engaged in it. While professional learning's connection to classroom practices is evident, it's not linked to higher student achievement. |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 170708702 AccessLevel: 6 PubType: Periodical PubTypeId: serialPeriodical PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: STUDY EXPLORES HOW TEACHERS SPEND PROFESSIONAL LEARNING TIME. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Foster%2C+Elizabeth%22">Foster, Elizabeth</searchLink><relatesTo>1</relatesTo><i> elizabeth.foster@learningforward.org</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Learning+Professional%22">Learning Professional</searchLink>. Aug2023, Vol. 44 Issue 4, p18-20. 3p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+effectiveness%22">Teacher effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Time+perspective%22">Time perspective</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The article focuses on study by RAND Corp, which investigates how teachers allocate their professional learning time and its relationship to classroom practices. The study draws from the 2022 American Instructional Resources Survey of 8,063 K-12 teachers. Collaborative learning is the most common format, with around three-quarters of teachers frequently engaged in it. While professional learning's connection to classroom practices is evident, it's not linked to higher student achievement. |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=170708702 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 3 StartPage: 18 Subjects: – SubjectFull: Professional education Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Collaborative learning Type: general – SubjectFull: Teacher effectiveness Type: general – SubjectFull: Time perspective Type: general Titles: – TitleFull: STUDY EXPLORES HOW TEACHERS SPEND PROFESSIONAL LEARNING TIME. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Foster, Elizabeth IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 2476194X Numbering: – Type: volume Value: 44 – Type: issue Value: 4 Titles: – TitleFull: Learning Professional Type: main |
| ResultId | 1 |
