Professional Development Partners

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dc.contributor.authorThomas, Christy
dc.contributor.facultyWerklund School of Education
dc.date.accessioned2017-06-28T22:32:29Z
dc.date.available2017-06-28T22:32:29Z
dc.date.issued2017-05
dc.description.abstractProfessional development is integral for improving teaching and learning. This paper highlights research from a mixed methods study on the potential impact of a partnership providing teacher Professional Development (PD) at a school in Southern Alberta. In this paper, three main findings will also be discussed: (a) scheduled time for PD; (b) a culture of pressure and support; (c) changes in teaching practices. This research is valuable for leadership and those considering innovative ways to provide PD through partnerships.en_US
dc.description.refereedYesen_US
dc.description.sponsorshipUniversity of Calgary Werklund School of Education, Galileo Educational Network, Navigator, Centaur Products Inc., Marathon Oilen_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/5339
dc.identifier.urihttp://hdl.handle.net/1880/52119
dc.languageen
dc.publisherUniversity of Calgaryen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.subjectpartnershipsen_US
dc.subjectprofessional developmenten_US
dc.subjectsustaineden_US
dc.subjectCanadaen_US
dc.subjectK-12en_US
dc.titleProfessional Development Partnersen_US
dc.typeunknown
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