Questioning teacher goals in professional development: Do goals really make a difference?

Chandra Hawley Orrill, Sandra Geisler, Rachael Eriksen Brown, Victor Brunaud-Vega

Research output: Contribution to journalConference article

Abstract

This study reports empirical evidence on a common principle of effective professional development dealing with teachers' involvement in their own learning. The data used were collected during a five-day mathematics institute involving 51 teachers in grades three through eight. Questions of how participants' goals influence their satisfaction, perceptions, and learning were examined. Surprisingly, the alignment of the participants' goals with the institute's goals did not effect satisfaction, perceptions, or learning.

Original languageEnglish (US)
Pages (from-to)105-106
Number of pages2
JournalComputer-Supported Collaborative Learning Conference, CSCL
Issue numberPART 3
StatePublished - Dec 1 2008
EventInternational Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008 - Utrecht, Netherlands
Duration: Jun 23 2008Jun 28 2008

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teacher
learning
school grade
mathematics
evidence

All Science Journal Classification (ASJC) codes

  • Human-Computer Interaction
  • Education

Cite this

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title = "Questioning teacher goals in professional development: Do goals really make a difference?",
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Questioning teacher goals in professional development : Do goals really make a difference? / Orrill, Chandra Hawley; Geisler, Sandra; Brown, Rachael Eriksen; Brunaud-Vega, Victor.

In: Computer-Supported Collaborative Learning Conference, CSCL, No. PART 3, 01.12.2008, p. 105-106.

Research output: Contribution to journalConference article

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