Handbook of Research on Professional Development for Quality Teaching and Learning

As educational standards continue to transform, it has become essential for educators and pre-service teachers to receive the support and training necessary to effectively instruct their students and meet societal expectations. However, there is not a clear consensus on what constitutes teacher effectiveness and quality within the education realm. The Handbook of Research on Professional Development for Quality Teaching and Learning provides theoretical perspectives and empirical research on educator preparation and methods for enhancing the teaching process. Focusing on teacher effectiveness and support provided to current and pre-service educators, this publication is a comprehensive reference source for practitioners, researchers, policy makers, graduate students, and university faculty.

Teresa Petty, Ed.D., is an Associate Professor and Graduate Director for the Master of Arts in Teaching Program in the Department of Middle, Secondary, and K12 Education at the University of North Carolina at Charlotte. Teresas teaching focuses on instructional design, teacher leadership, and mathematics methods. Her research interests include online teaching/learning, particularly engagement in online courses, and National Board Certification.

Amy J. Good, PhD., is an Associate Professor and Elementary Program Director in the Reading and Elementary Department, at the University of North Carolina at Charlotte. Amy's teaching focuses on undergraduate and graduate level social studies methods, managing the learning environment, and technology integration. Her research interests include teacher education, social studies methods, and National Board for Professional Teaching Standards.

S. Michael Putman, PhD, is an associate professor and interim chairperson within the Reading and Elementary Education Department at the University of North Carolina at Charlotte. His areas of research include the impact of teacher preparation and professional development on teacher self-efficacy; student dispositions toward online inquiry; and the effective use of technology within teaching practices.