期刊
ECONOMICS OF EDUCATION REVIEW
卷 29, 期 3, 页码 432-439出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.econedurev.2009.10.002
关键词
Human capital; Licensure; Resource allocation
We examine the impact of teacher professional development on a key aspect of teacher quality teacher knowledge. Specifically we use English Language Arts teacher content and pedagogy assessments to determine whether the California Professional Development Institutes significantly improve teacher content knowledge and whether teachers retain that knowledge six months after the institutes are completed. The results indicate that teachers vary significantly in pre-institute knowledge on the four assessed domains, that they demonstrate significant knowledge growth between the pre- and post-assessments, but that practical classroom experience hinders knowledge retention as measured six months later. Further, pre-exiting knowledge gaps are not systematically reduced thereby not alleviating the uneven distribution of teacher quality among California elementary schools. (C) 2009 Elsevier Ltd. All rights reserved.
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