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Titel
School-based staff development in two federal states in Germany
Autoren
OriginalveröffentlichungInternational journal of educational management 29 (2015) 6, S. 714-734 ZDB
Dokument  (939 KB) (formal und inhaltlich überarbeitete Version)
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Schlagwörter (Deutsch)
Teildisziplin
DokumentartAufsatz (Zeitschrift)
ISSN0951354X; 0951354X
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):In Germany up until now, there has been very little research on staff development in schools. The purpose of this paper is to comprehensively assess school-based staff development and to describe the interplay between different instruments of staff development (e.g. classroom observations, development discussions) at the school level. [...] Data were gathered from principals of primary and secondary schools in two federal states of Germany. Using regression, cluster analysis, and analysis of variance, the authors examined different instruments and patterns of staff development used in everyday school practice and determined how these affected the professional development of teachers. Findings: Five staff development patterns could be identified. With regard to the extent of professional development activities of teachers, these patterns have been proven to have a different impact. Furthermore, the use of the different staff development patterns seems to be heavily dependent on the type of school. (DIPF/Orig.)
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Eintrag erfolgte am12.10.2020
QuellenangabeThillmann, Katja; Bach, Anabell; Wurster, Sebastian; Thiel, Felicitas: School-based staff development in two federal states in Germany - In: International journal of educational management 29 (2015) 6, S. 714-734 - URN: urn:nbn:de:0111-pedocs-188770 - DOI: 10.25656/01:18877; 10.1108/IJEM-07-2014-0094
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