Teacher learning and instructional change: How formal and on-the-job learning opportunities predict change in elementary school teachers' practice

Leigh Mesler Parise, James P. Spillane

Research output: Contribution to journalArticlepeer-review

90 Scopus citations

Abstract

Recent education reform has emphasized the importance of teacher learning in improving classroom instruction and raising student achievement. This article focuses on teachers' learning opportunities, including formal professional development and on-the-job learning that occurs through interactions with colleagues. Using data from 30 elementary schools in a midsized urban school district, the authors concurrently explore the relationships between teachers' formal professional development and on-the-job learning opportunities and instructional change. Results suggest that formal professional development and on-the-job opportunities to learn are both significantly associated with changes in teachers' instructional practice in mathematics and English language arts.

Original languageEnglish (US)
Pages (from-to)323-346
Number of pages24
JournalElementary School Journal
Volume110
Issue number3
DOIs
StatePublished - Mar 2010

ASJC Scopus subject areas

  • Education

Fingerprint Dive into the research topics of 'Teacher learning and instructional change: How formal and on-the-job learning opportunities predict change in elementary school teachers' practice'. Together they form a unique fingerprint.

Cite this