Professional Development and Closing the Achievement Gap

Bibliographic Data

ID4256007
AuthorsStephanie Hirsh (corresponding author)
Year2005
Volume44
Issue1
Pages38-44
Publication date2005-02-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1207/s15430421tip4401_6
OpenAlexW2052558511
LanguageEN
Citations received7

A significant challenge to schools is selecting the staff development approach that aligns most clearly with the assumptions and beliefs of staff members and produces the results desired for students. When beliefs are in alignment, change in behavior accelerates; when beliefs underlying a new staff development program contradict long-held beliefs of participants change can come much slower or not at all. To expedite the change process and successfully close the achievement gap, educators might begin the process by ensuring a thorough understanding of the assumptions and beliefs underlying staff development programs. According to Sparks (2003), effective professional development will deepen participant understanding, transform beliefs and assumptions, and create a stream of continuous actions that change habits and affect practice. Four powerful approaches advanced by four successful educators (Kati Haycock, Ron Ferguson, Jerry and Monique Sternin, and Glenn Singleton) focus toward this goal and are grounded in varying underlying guiding principles that offer educators substantive choices and direction for their work

Affect (linguistics · Closing (real estate · Faculty Development · Mathematics education · Pedagogy · Political science · Process (computing · Professional development · Sociology · Computer Science · Diverse Educational Innovations Studies · Parental Involvement in Education · Psychology · Social Psychology · Youth Development and Social Support

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