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Learning4Teaching: Phase two design and implementation

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Abstract:

The forth paper will present the conceptual design and implementation of Phase Two of the project. This phase of the project is concerned with what teachers are doing with the knowledge and skills gained from the professional development they participate in, which we call ‘the uptake” of the professional learning opportunity, and what they perceive as the supports and obstacles to that uptake. Data in this phase is drawn from teacher lesson logs (collected electronically) and locally conducted focus groups, in combination with more specific demographic and background information on a subset of participants. The paper will discuss the affordances and limitations of the data collection tools and the methodological issues of conducting a study such as this one in two national contexts.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p494273_index.html
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MLA Citation:

Setty, Rohit. and Gomez Zaccarelli, Florencia. "Learning4Teaching: Phase two design and implementation" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494273_index.html>

APA Citation:

Setty, R. and Gomez Zaccarelli, F. "Learning4Teaching: Phase two design and implementation" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494273_index.html

Publication Type: Panel Paper
Abstract: The forth paper will present the conceptual design and implementation of Phase Two of the project. This phase of the project is concerned with what teachers are doing with the knowledge and skills gained from the professional development they participate in, which we call ‘the uptake” of the professional learning opportunity, and what they perceive as the supports and obstacles to that uptake. Data in this phase is drawn from teacher lesson logs (collected electronically) and locally conducted focus groups, in combination with more specific demographic and background information on a subset of participants. The paper will discuss the affordances and limitations of the data collection tools and the methodological issues of conducting a study such as this one in two national contexts.


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