Evidence-based CPD: Scaling up sustainable interventions

Rösken-Winter, Bettina; Hoyles, Celia; Blömeke, Sigrid

doi:10.1007/s11858-015-0682-7

Cited by 49 publications

(33 citation statements)

References 47 publications

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“…Considering the number of participating countries and the variety of contexts in which the PD model was implemented this indicates the quality of the international PD course. This result is a relevant and new contribution to knowledge because so far we lack international studies on the effects of professional development courses (Roesken-Winter, Hoyles, et al, 2015) and studies on the effects of scaled-up professional development courses (Adler & Jaworski 2009). …”

Section: Discussionmentioning

confidence: 82%

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Effects of Scaled-up Professional Development Courses About Inquiry-Based Learning on Teachers

Maaß¹,

Engeln²

2018

JETS

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Although well researched in educational studies, inquiry-based learning, a student-centred way of teaching, is far away from being implemented in day-to-day science and mathematics teaching on a large scale. It is a challenge for teachers to adopt this new way of teaching in an often not supportive school context. Therefore it is important to provide high-quality professional development (PD) at a large scale. However, there is little empirical evidence about the effects of scaled-up professional development initiatives. Therefore, this paper presents an international research study for which long-term PD courses have been designed. These courses have been implemented across Europe in twelve different countries at scale by using the so-called -Cascade Model‖. Here, course leaders are educated, who in turn educate other teachers. The research study aimed at evaluating the overall impact the scaled-up PD had on teachers and at also identifying variables influencing this impact.

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Section: Discussionmentioning

confidence: 82%

“…Fourth, the question of how to impact the instruction of a large number of teachers further complicates the issue (e.g., Maass & Artigue, 2013;Roesken-Winter, Hoyles, & Blömeke, 2015). So far, little is known on how to scale up professional development (Jackson et al, 2015;Roesken-Winter, Schüler, Stahnke, & Blömeke, 2015).…”

mentioning

confidence: 99%

Effects of Scaled-up Professional Development Courses About Inquiry-Based Learning on Teachers

Maaß¹,

Engeln²

2018

JETS

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“…However, this does brings further complexity to research, as attention has to be turned towards the challenge of what might be appropriate teacher support and how teachers can most fruitfully be part of any design research scenario. The challenges for teachers' continuing professional development (CPD) are numerous, as outlined in a previous ZDM issue ( Roesken-Winter et al 2015). They are not central to the discussion here.…”

Section: The Role Of the Teacher And The Challenge Of Scaling An Innomentioning

confidence: 94%

A computational lens on design research

Hoyles

Noss

2015

ZDM Mathematics Education

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“…3. How can professional development support be scaled up effectively (e.g., Cobb & Smith, 2008;Maass & Artigue, 2013;Rösken-Winter et al, 2015)? 4.…”

Section: Strategies For Implementing Instructional Improvement At Scalementioning

confidence: 99%