Can professional development of teachers reduce disparity in student achievement?

Show simple item record Meissel, Kane en Parr, Judith en Timperley, Helen en 2016-06-13T00:27:56Z en 2016-08 en
dc.identifier.citation Teaching and Teacher Education, 2016, 58 pp. 163 - 173 en
dc.identifier.issn 0742-051X en
dc.identifier.uri en
dc.description.abstract This paper describes a national, school-based professional development intervention in which large student achievement gains were previously signaled using single-level regression analyses and effect sizes. However, such analyses can be misleading since educational data typically do not meet independence assumptions. The current study investigates the effectiveness of the professional development intervention using hierarchical linear modelling, with particular focus on whether disparities were reduced for groups typically under-served by the New Zealand education system. Results indicated that students from all learner groups made large gains, especially in writing, but additional targeting would be required to improve equity across student groupings. en
dc.description.uri en
dc.publisher Elsevier en
dc.relation.ispartofseries Teaching and Teacher Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from en
dc.rights.uri en
dc.title Can professional development of teachers reduce disparity in student achievement? en
dc.type Journal Article en
dc.identifier.doi 10.1016/j.tate.2016.05.013 en
pubs.begin-page 163 en
pubs.volume 58 en
dc.rights.holder Copyright: Elsevier en en
pubs.end-page 173 en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 529994 en Education and Social Work en Curriculum and Pedagogy en Learning Development and Professional Practice en
pubs.record-created-at-source-date 2016-06-03 en

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