This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Little, J. W. Search for Related Content Social Bookmarking                         What's this?

District Policy Choices and Teacher’s Professional Development Opportunities

University of California, Berkeley

A comprehensive inventory of formal staff development activity and costs in 30 California districts yields a portrait of locally organized opportunities for teachers and reveals the policy stance taken by districts toward teachers and their professional development. Present patterns of resource allocation consolidate the district’s role as the dominant provider of teachers’ professional development; other sources, including the university or the larger professional community of teachers, are less visible. Expenditures reflect a conception of professional development based almost exclusively in skill acquisition, furthered by a ready marketplace of programs with predetermined content and format; other routes to professional maturation are less evident.

Educational Evaluation and Policy Analysis, Vol. 11, No. 2, 165-179 (1989)
DOI: 10.3102/01623737011002165


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				L. Anderson and B. Olsen Investigating Early Career Urban Teachers' Perspectives on and Experiences in Professional Development Journal of Teacher Education, September 1, 2006; 57(4): 359 - 377. [Abstract] [PDF]

				K. Bulkley Losing Voice?: Educational Management Organizations and Charter Schools' Educational Programs Education and Urban Society, February 1, 2005; 37(2): 204 - 234. [Abstract] [PDF]

				S. M. WILSON and J. BERNE Chapter 6 : Teacher Learning and the Acquisition of Professional Knowledge: An Examination of Research on Contemporary Professlonal Development Review of Research in Education, January 1, 1999; 24(1): 173 - 209. [PDF]

				M. S. Knapp Between Systemic Reforms and the Mathematics and Science Classroom: The Dynamics of Innovation, Implementation, and Professional Learning Review of Educational Research, January 1, 1997; 67(2): 227 - 266. [Abstract] [PDF]

				J. Wagner Research Universities, Schools of Education, and the Schools: A Case Study of Implementing Cooperative Research and Extension in Education Educational Policy, March 1, 1995; 9(1): 24 - 53. [Abstract]

				J. W. Little Teachers' Professional Development in a Climate of Educational Reform Educational Evaluation and Policy Analysis, January 1, 1993; 15(2): 129 - 151. [Abstract] [PDF]