Deborah J. Holtzman's research while affiliated with American Institutes for Research and other places
What is this page?
This page lists the scientific contributions of an author, who either does not have a ResearchGate profile, or has not yet added these contributions to their profile.
It was automatically created by ResearchGate to create a record of this author's body of work. We create such pages to advance our goal of creating and maintaining the most comprehensive scientific repository possible. In doing so, we process publicly available (personal) data relating to the author as a member of the scientific community.
If you're a ResearchGate member, you can follow this page to keep up with this author's work.
If you are this author, and you don't want us to display this page anymore, please let us know.
It was automatically created by ResearchGate to create a record of this author's body of work. We create such pages to advance our goal of creating and maintaining the most comprehensive scientific repository possible. In doing so, we process publicly available (personal) data relating to the author as a member of the scientific community.
If you're a ResearchGate member, you can follow this page to keep up with this author's work.
If you are this author, and you don't want us to display this page anymore, please let us know.
Publications (2)
As with many districtwide reform efforts, the San Diego reform sought to improve classroom instruction by focusing on building the capacity of teachers. This article examines practices of teacher professional development in the district and their impact on literacy instruction. Through examination of the literature on effective professional develop...
Literature on school reform has emphasized the need for principals to expand beyond their traditionally administrative role and become instructional leaders. This article examines the relationship between the practice of site-based instructional leadership and the professional development that teachers received in the context of a district-wide ref...
Citations
... The third component of the heuristic leadership model is instructional leadership. On the basis of the proposition of Graczewski et al. (2009), teachers need a variety of materials and resources and the instructional leaders' role is to make sure that teachers have what they need to achieve their best for students. In the UAE, school leaders are traditionally responsible for several managerial and operational tasks that limit their time to focus on instructional tasks (Gaad, 2010). ...
... The second attribute is coherence, which is the alignment among TPD courses, authentic classroom contexts, materials, and educational policies at national, local, and school levels (Sahin & Yildirim, 2016). Duration is also significant in TPD as longer courses improve teachers' professional engagement and teaching practices (Quick et al., 2009). Active learning is the next sign of effective TPDs, which underscores active and interactive learning experiences (Sokel, 2019). ...
