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Conference Paper: The Impact of Evidence-based Professional Development on Classroom Dynamics
Title | The Impact of Evidence-based Professional Development on Classroom Dynamics |
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Authors | |
Issue Date | 2018 |
Publisher | International Society of the Learning Sciences. |
Citation | Proceedings of the 13th International Conference of the Learning Sciences (ICLS): Rethinking learning in the digital age: Making the Learning Sciences count, London, UK, 23-27 June 2018, v. 3, p. 1769-1770 How to Cite? |
Abstract | Evidence-based data use in teacher professional development (PD) programs has been proposed as an effective way for supporting teacher learning and reflection. However, few studies provided empirical evidences on its impact on teachers’ and students’ classroom behaviour across PD sessions. This paper reports the findings of how a video-based mathematics teacher PD program, in which teachers reflected on self-captured videos supported by Classroom Discourse Analyzer (CDA), influenced the teacher and students’ classroom engagement over time. |
Persistent Identifier | http://hdl.handle.net/10722/262011 |
ISBN |
DC Field | Value | Language |
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dc.contributor.author | Chen, G | - |
dc.contributor.author | Chan, CKK | - |
dc.contributor.author | Yu, JA | - |
dc.contributor.author | Hu, L | - |
dc.contributor.author | Clarke, SN | - |
dc.contributor.author | Resnick, LB | - |
dc.date.accessioned | 2018-09-28T04:51:56Z | - |
dc.date.available | 2018-09-28T04:51:56Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Proceedings of the 13th International Conference of the Learning Sciences (ICLS): Rethinking learning in the digital age: Making the Learning Sciences count, London, UK, 23-27 June 2018, v. 3, p. 1769-1770 | - |
dc.identifier.isbn | 9781732467224 | - |
dc.identifier.uri | http://hdl.handle.net/10722/262011 | - |
dc.description.abstract | Evidence-based data use in teacher professional development (PD) programs has been proposed as an effective way for supporting teacher learning and reflection. However, few studies provided empirical evidences on its impact on teachers’ and students’ classroom behaviour across PD sessions. This paper reports the findings of how a video-based mathematics teacher PD program, in which teachers reflected on self-captured videos supported by Classroom Discourse Analyzer (CDA), influenced the teacher and students’ classroom engagement over time. | - |
dc.language | eng | - |
dc.publisher | International Society of the Learning Sciences. | - |
dc.relation.ispartof | 13th International Conference of the Learning Sciences (ICLS) | - |
dc.title | The Impact of Evidence-based Professional Development on Classroom Dynamics | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Chen, G: gwchen@hku.hk | - |
dc.identifier.email | Chan, CKK: ckkchan@hku.hk | - |
dc.identifier.email | Yu, JA: albenyu@hku.hk | - |
dc.identifier.email | Hu, L: liruhu@hku.hk | - |
dc.identifier.authority | Chen, G=rp01874 | - |
dc.identifier.authority | Chan, CKK=rp00891 | - |
dc.identifier.hkuros | 293334 | - |
dc.identifier.volume | 3 | - |
dc.identifier.spage | 1769 | - |
dc.identifier.epage | 1770 | - |
dc.publisher.place | London, UK | - |