Journal Article: Professional Development and Closing the Achievement Gap


Education, Teacher education in service/Theories and principles, Teacher education in service/Aims and objectives, Student achievements, Equalization, Educational


Hirsh, Stephanie


2005, Winter


Part of a special issue on closing achievement gaps. Schools must select the professional development approach that aligns most closely with the assumptions and beliefs of staff members in order to produce the results desired for students. When beliefs underpinning a new staff development program match the long-held beliefs of participants, change in behavior accelerates, while the reverse is true if when beliefs are not in alignment. Educators might begin the process by ensuring a thorough understanding of the assumptions and beliefs underlying staff development programs to expedite the change process and successfully close the achievement gap. Four successful educators advance powerful approaches to professional development that improve teaching and learning.


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