posted by:
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Brian Drayton
on March 12, 1998
at 7:33AM
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subject:
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Models of teacher change?
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The postings on this discussion are laying out an interesting range of topics. The questions are certainly familiar from teacher PD work that I have been part of. Mark's question about interim measures seems seminal here, and it raises this consideration for me: It seems to me that in order to understand what relationships there can be between teacher PD and student outcomes, we have to have a pretty elaborate theory of "mechanisms." So my question is, how do you decide in principle what to measure, for example, what is your model of how teachers' beliefs, content knowledge, pedagogical expertise, etc. interact to enable change in practice?
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