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

Executive Summary

Does Policy Influence Mathematics and Science Teachers’ Participation in Professional Development?


by Laura M. Desimone, Thomas M. Smith & Kristie J. R. Phillips - 2007


To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase Does Policy Influence Mathematics and Science Teachers’ Participation in Professional Development?
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 109 Number 5, 2007, p. 1086-1122
https://www.tcrecord.org ID Number: 12896, Date Accessed: 6/6/2020 5:06:10 AM
 
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Laura Desimone
    Vanderbilt University
    E-mail Author
    LAURA DESIMONE is assistant professor of public policy and education in the Department of Leadership, Policy, and Organizations at Vanderbilt University. Her research focuses on policy effects on instruction and student learning, with a focus on teacher’s professional development. Her recent publications include “Consider the Source: Response Differences Among Teachers, Principals and Districts on Survey Questions About Their Education Policy Environment,” currently in press in Educational Policy; and “The Distribution of Teaching Quality in Mathematics: Assessing Barriers to the Reform of United States Mathematics Instruction from an International Perspective,” currently in press in the American Educational Research Journal.
  • Thomas Smith
    Vanderbilt University
    E-mail Author
    THOMAS M. SMITH is assistant professor of public policy and education in the Department of Leadership, Policy, and Organizations at Peabody College of Vanderbilt University. His research focuses on how school organization and policy influence both the level and distribution of teaching quality. Recent publications include “Highly Qualified To Do What? The Relationship Between NCLB Teacher Quality Mandates and the Use of Reform-Oriented Instructional Strategies in Middle School Math” in Educational Evaluation and Policy Analysis, and “What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover?” in the American Educational Research Journal.
  • Kristie Phillips
    Brigham Young University
    E-mail Author
    KRISTIE J. R. PHILLIPS is an assistant professor of sociology and education policy specialist in the Department of Sociology at Brigham Young University. Her research interests include teacher preparation, school choice, and educational outcomes as functions of peer and community effects. She also researches the effectiveness of professional development programs on school teachers and school leaders. Recent coauthored publications include “Enhancing Commitment or Tightening Control: The Function of Teacher Professional Development in an Era of Accountability” in Educational Policy.
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS