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Conference Paper: The Impact of Evidence-based Professional Development on Classroom Dynamics

TitleThe Impact of Evidence-based Professional Development on Classroom Dynamics
Authors
Chen, GChan, CKKYu, JAHu, LClarke, SNResnick, LB
Issue Date2018
PublisherInternational 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?
AbstractEvidence-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 Identifierhttp://hdl.handle.net/10722/262011
ISBN
9781732467224

 

DC FieldValueLanguage
dc.contributor.authorChen, G-
dc.contributor.authorChan, CKK-
dc.contributor.authorYu, JA-
dc.contributor.authorHu, L-
dc.contributor.authorClarke, SN-
dc.contributor.authorResnick, LB-
dc.date.accessioned2018-09-28T04:51:56Z-
dc.date.available2018-09-28T04:51:56Z-
dc.date.issued2018-
dc.identifier.citationProceedings 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.isbn9781732467224-
dc.identifier.urihttp://hdl.handle.net/10722/262011-
dc.description.abstractEvidence-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.languageeng-
dc.publisherInternational Society of the Learning Sciences.-
dc.relation.ispartof13th International Conference of the Learning Sciences (ICLS)-
dc.titleThe Impact of Evidence-based Professional Development on Classroom Dynamics-
dc.typeConference_Paper-
dc.identifier.emailChen, G: gwchen@hku.hk-
dc.identifier.emailChan, CKK: ckkchan@hku.hk-
dc.identifier.emailYu, JA: albenyu@hku.hk-
dc.identifier.emailHu, L: liruhu@hku.hk-
dc.identifier.authorityChen, G=rp01874-
dc.identifier.authorityChan, CKK=rp00891-
dc.identifier.hkuros293334-
dc.identifier.volume3-
dc.identifier.spage1769-
dc.identifier.epage1770-
dc.publisher.placeLondon, UK-

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