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Translating Teaching Practice into Improved Student Achievement


by Jonathan Supovitz — 2001

In this chapter I first develop a conceptual model for the relationship between professional development and student achievement. Next I relate what we know makes for effective professional development, with a focus on what we have learned from research on standardsbased professional development in mathematics and science. Third, I examine the evidence on the relationship between effective teaching practices and student achievement, again drawing mostly from research in mathematics and science. Finally, I explore five possible reasons why professional development may be effective at changing teaching practice but less successful in raising student achievement.


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This article originally appeared as NSSE Yearbook Vol 100, No. 2.


Cite This Article as: Teachers College Record Volume 103 Number 8, 2001, p. 81-98
http://www.tcrecord.org ID Number: 18687, Date Accessed: 10/20/2017 1:12:12 AM

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About the Author
  • Jonathan Supovitz
    University of Pennsylvania
    E-mail Author
    JONATHAN A. SUPOVITZ is a Senior Researcher with the Consortium for Policy Research in Education and a Research Assistant Professor in the Graduate School of Education at the University of Pennsylvania.
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