Policies must keep pace with new ideas about what, when, and how teachers learn and must focus on developing schools' and teachers' capacities to be responsible for student learning.

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Cite This Study

Darling‐Hammond et al. (Tue,) studied this question.

synapsesocial.com/papers/6a109f4b2badbc352a0065ca https://doi.org/https://doi.org/10.1177/003172171109200622

Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

1Teacher Development in Professional Practice Schools1990 · 152 citations
2Instructional Policy Into Practice: “The Power of the Bottom Over the Top”1990 · 240 citations
3Professional development schools: schools for developing a profession2005 · 528 citations
4Teacher learning : new policies, new practices1996 · 239 citations
5Practices That Support Teacher Development.1995 · 798 citations

Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

1Teacher Development in Professional Practice Schools1990 · 152 citations
2Instructional Policy Into Practice: “The Power of the Bottom Over the Top”1990 · 240 citations
3Professional development schools: schools for developing a profession2005 · 528 citations
4Teacher learning : new policies, new practices1996 · 239 citations
5Practices That Support Teacher Development.1995 · 798 citations