Jennifer Gore|Adam Lloyd|Megan L. Smith|Julie Bowe|Hywel Ellis|David R. Lubans
Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds
University of Newcastle Australia|University of Newcastle Australia|University of Newcastle Australia|University of Newcastle Australia|University of Newcastle Australia|University of Newcastle Australia
robust evidence effectiveness professional development teachers limited study tested pedagogybased collaborative pd approach impact quality teaching cluster randomised controlled trial involving eight teachers 24 schools found significant positive effects teaching quality 04 independent school type primarysecondary school location urbanrural years teaching experience effects sustained six months later qualitative data used illustrate mechanisms underpinning success intervention study illuminates support teacher learning measurable positive impacts teaching quality teacher morale