Teachersâ Research, Professional Development, and Educational Leadership in Schools

Jeroen Imants

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Teachersâ Research, Professional Development, and Educational Leadership in Schools

äºStructural Equation Modeling in Educational Research

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Jeroen Imants

Jeroen Imants
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Page Range:: 101â121

DOI:: https://doi.org/10.1163/9789087907891_008

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In industrialized countries increased attention for teacher research, classroom research and action research in schools can be observed. It is assumed that good teacher research contributes to: structural improvements in instruction and student learning, professional development of teachers and rewarding career opportunities, development of schools as learning enriched work places for teachers. Starting from these claims, two points that deserve further empirical research are how teacher research and the three fields of development and improvement are related, and how teacher research can be promoted by school leaders as a educational leaders. In this article two research questions are: to what extent do teachers deal with instruction and student learning by performing research-related activities, and â how can school leaders promote research related activities among teachers that are directly connected to problem solving in student learning and classroom instruction? These questions are answered by summarizing the results of three related studies in a large school board for primary education in the Netherlands (about 25 schools and 500 teachers).

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Structural Equation Modeling in Educational Research

Concepts and Applications

ä¸ç¼ï¼ Contemporary Approaches to Research in Learning Innovations, å·ï¼ 2

Cover Structural Equation Modeling in Educational Research

ISBN:: 9789087907891

åºçç¤¾:: Brill

å°å·åºçæ¥æ:: 01 Jan 2009

Subjects
- Education
  - General
  - Research Methodology

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Teachersâ Research, Professional Development, and Educational Leadership in Schools

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