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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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