ABSTRACT
This chapter looks more closely at the reforms themselves, and specifically at how reformers expect their messages to influence teachers' practices. It discusses the first model knowledge transmission and the second knowledge development. The chapter estimates the merits of these two models by examining the effectiveness of professional development (PD) programs that are based on each model. In the knowledge development programs, PD providers spent more time helping teachers examine their own teaching. Sometimes they organized conversations about video recordings of classroom lessons. Although the curriculum appeared to reflect a knowledge-development model of influence on children's learning, with its emphasis on exploration and hypothesis testing, the PD for teachers was based on a model of knowledge transmission. Although the curriculum appeared to reflect a knowledge-development model of influence on children's learning, with its emphasis on exploration and hypothesis testing, the PD for teachers was based on a model of knowledge transmission.
