New Directions In Professional Development

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There is increasing recognition that school reform and staff development are integrally related. Yet, despite a rich literature on adult learning and human development which supports teachers' need for a wide array of opportunities to construct their own understandings and theories in a collaborative setting, top down mandates have frequently left teachers out of the reform process. It is argued here that effective staff development should be tied directly to the daily life of classroom and grounded in the questions and concerns of teachers. Both a theory of pedagogy that advocates teaching for understanding and learning as understanding and a model of staff development based on practical knowledge enriched by critical reflection are discussed.


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How to Cite
Novick, R. (1996). New Directions In Professional Development. Education Policy Analysis Archives, 4, 14.
Author Biography

Rebecca Novick, Northwest Regional Educational Laboratory

Rebecca Novick is a research associate at the Northwest Regional Educational Laboratory's Child and Family Program and is currently conducting research in the area of developmentally appropriate practices, culturally responsive teaching, and professional development in early care and education. She has worked in early intervention as a classroom teacher, provided parenting education and support for parents involved with child protection agencies, and has experience in the areas of program development and evaluation. Special interests include families at environmental risk and children in foster care. She holds a Ph.D in early childhood/special education from the University of Oregon. Correspondence may be sent to Rebecca Novick, 101 S.W. Main, Suite 500, Portland, OR 97204-3297 or via e-mail at