Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

Translating Teaching Practice into Improved Student Achievement

by Jonathan A. 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.

View Full Text in PDF Format

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
https://www.tcrecord.org ID Number: 18687, Date Accessed: 10/23/2021 9:40:25 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

About the Author
  • Jonathan A. 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.
Member Center
In Print
This Month's Issue