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Does teacher professional development affect content and pedagogical knowledge: How much and for how long?

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  • Goldschmidt, Pete
  • Phelps, Geoffrey
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    Abstract

    We examine the impact of teacher professional development on a key aspect of teacher quality--teacher knowledge. Specifically we use English Language Arts teacher content and pedagogy assessments to determine whether the California Professional Development Institutes significantly improve teacher content knowledge and whether teachers retain that knowledge six months after the institutes are completed. The results indicate that teachers vary significantly in pre-institute knowledge on the four assessed domains, that they demonstrate significant knowledge growth between the pre- and post-assessments, but that practical classroom experience hinders knowledge retention as measured six months later. Further, pre-exiting knowledge gaps are not systematically reduced thereby not alleviating the uneven distribution of teacher quality among California elementary schools.

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    File URL: http://www.sciencedirect.com/science/article/B6VB9-4XF83X2-1/2/69b9ad08875c419cedf9c58258070fd1
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    Bibliographic Info

    Article provided by Elsevier in its journal Economics of Education Review.

    Volume (Year): 29 (2010)
    Issue (Month): 3 (June)
    Pages: 432-439

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    Handle: RePEc:eee:ecoedu:v:29:y:2010:i:3:p:432-439

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    Web page: http://www.elsevier.com/locate/econedurev

    Related research

    Keywords: Human capital Licensure Resource allocation;

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    1. Kukla-Acevedo, Sharon, 2009. "Do teacher characteristics matter? New results on the effects of teacher preparation on student achievement," Economics of Education Review, Elsevier, vol. 28(1), pages 49-57, February.
    2. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, vol. 73(2), pages 417-458, 03.
    3. Hanushek, Eric A, 1986. "The Economics of Schooling: Production and Efficiency in Public Schools," Journal of Economic Literature, American Economic Association, vol. 24(3), pages 1141-77, September.
    4. Hanushek, Eric A, 1992. "The Trade-Off between Child Quantity and Quality," Journal of Political Economy, University of Chicago Press, vol. 100(1), pages 84-117, February.
    5. Jonah E. Rockoff, 2004. "The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data," American Economic Review, American Economic Association, vol. 94(2), pages 247-252, May.
    6. Monk, David H., 1994. "Subject area preparation of secondary mathematics and science teachers and student achievement," Economics of Education Review, Elsevier, vol. 13(2), pages 125-145, June.
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