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RESEARCH

Research Review

By Joellen Killion
February 2017
Vol. 38 No. 1
At a glance Intensive professional learning for teachers and principals who support and monitor professional learning positively impacts teacher classroom practice and student achievement in mathematics in rural Missouri middle schools. The study Meyers, C., Molefe, A., Brandt, W.C., Zhou, B., & Dhillon, S. (2016). Impact results of the eMINTS professional development validation study. Educational Evaluation and Policy Analysis, 38(3), 455-476. WHAT THIS MEANS FOR PRACTITIONERS The design, implementation, and evaluation of eMINTS exemplifies the potential of standards-based professional learning to strengthen teacher practice and student results. Each of Learning Forward’s Standards for Professional Learning (2011) is evident in the design and implementation of the program: Learning Communities: Teachers learned and applied professional learning within learning communities in schools whose culture focused on continuous improvement

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Authors

Joellen Killion

Joellen Killion (joellen.killion@learningforward.org) is senior advisor to Learning Forward. In each issue of The Learning Professional, Killion explores a recent research study to help practitioners understand the impact of particular professional learning practices on student outcomes.

References

Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author.


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Joellen Killion (joellen.killion@learningforward.org) is senior advisor to Learning Forward. In each issue of JSD, Killion explores a recent research study to help practitioners understand the impact of particular professional learning practices on student outcomes.


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