Improving impact studies of teachers’ professional development: toward better conceptualizations and measures

Desimone, Laura M.

doi:10.3102/0013189X08331140

Improving impact studies of teachers’ professional development: toward better conceptualizations and measures

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Resource type

Journal Article

Author/contributor

Desimone, Laura M. (Author)

Title

Improving impact studies of teachers’ professional development: toward better conceptualizations and measures

Publication

Educational Researcher

Volume

38

Issue

3

Pages

181–199

Date

2009

DOI

10.3102/0013189X08331140

Short Title

Improving impact studies of teachers’ professional development

URL

https://isidore.udayton.edu/access/content/group/48d85ee6-68d7-4a63-ac4e-db6c0e01d494/EDT650/readings/Desimone_Laura_M.pdf

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Extra

Publisher: Sage Publications Sage CA: Los Angeles, CA

Citation

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140

Link to this record

https://docs.edtechhub.org/lib/ERA79A94

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Cited by

Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology use for teacher professional development in low- and middle-Income countries: A systematic review. Computers and Education Open, 3. https://doi.org/10.1016/j.caeo.2022.100080