<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>27</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Smith, C</style></author><author><style face="normal" font="default" size="100%">Hofer, J</style></author><author><style face="normal" font="default" size="100%">Gillespie, M</style></author><author><style face="normal" font="default" size="100%">Solomon, M</style></author><author><style face="normal" font="default" size="100%">Rowe, K</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">How Teachers Change: A Study of Professional Development in Adult Education</style></title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Adult Education</style></keyword><keyword><style  face="normal" font="default" size="100%">Professional Development</style></keyword><keyword><style  face="normal" font="default" size="100%">Research</style></keyword><keyword><style  face="normal" font="default" size="100%">Teacher Quality</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2003</style></year><pub-dates><date><style  face="normal" font="default" size="100%">11/2003</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://www.ncsall.net/fileadmin/resources/research/brief25.pdf</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">National Center for the Study of Adult Learning and Literacy</style></publisher><pub-location><style face="normal" font="default" size="100%">Cambridge, MA</style></pub-location><abstract><style face="normal" font="default" size="100%">&lt;p&gt;
	This study investigated how adult education teachers changed after participating in one of three different models of professional development (multisession workshop, mentor teacher group, or practitioner research group), all on the same topic of learner persistence. The study also investigated the most important individual, professional development, program, and system factors that influenced the type and amount of teacher change. This study was conducted primarily to help professional development decisionmakers plan and deliver effective professional development, and to understand the factors that influence how teachers change as a result of professional development.&lt;/p&gt;
</style></abstract><work-type><style face="normal" font="default" size="100%">Adult</style></work-type></record></records></xml>