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Experimenting with Teacher Professional Development: Motives and Methods
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Wayne, Andrew J.; Yoon, Kwang Suk; Zhu, Pei; Cronen, Stephanie; Garet, Michael S. – Educational Researcher, 2008
A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and…
Descriptors: Research Needs, Faculty Development, Program Effectiveness, Program Evaluation
What Makes Professional Development Effective? Results from a National Sample of Teachers.
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Garet, Michael S.; Porter, Andrew C.; Desimone, Laura; Birman, Beatrice F.; Yoon, Kwang Suk – American Educational Research Journal, 2001
Used a national probability sample of 1,027 mathematics and science teachers to provide a large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning. Results identify three core features of professional development that have significant positive effects on teachers' self-reported…
Descriptors: Elementary Secondary Education, Mathematics Teachers, Professional Development, Program Effectiveness
Providing Effective Professional Development: Lessons from the Eisenhower Program.
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Porter, Andrew C.; Garet, Michael S.; Desimone, Laura M.; Birman, Beatrice F. – Science Educator, 2003
Reports on two studies evaluating the effectiveness of the federal government's Eisenhower Professional Development Program. Describes high quality professional development of in-service teachers, changes in teaching practice, six key practices identified in literature, and the relationship between district policies and the quality of professional…
Descriptors: Educational Change, Educational Policy, Elementary Secondary Education, Evaluation
Effects of Professional Development on Teachers' Instruction: Results from a Three-year Longitudinal Study.
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Desimone, Laura M.; Porter, Andrew C.; Garet, Michael S.; Yoon, Kwang Suk; Birman, Beatrice F. – Educational Evaluation and Policy Analysis, 2002
Examined the effects of professional development on teachers' instruction using a purposeful sample of about 207 teachers across 5 states for 1996-1999. Professional development focused on specific instructional practices increased teachers' use of those practices in the classroom, and specific features, such as active learning opportunities,…
Descriptors: Active Learning, Educational Practices, Elementary Secondary Education, Instructional Effectiveness
Improving Teachers' In-Service Professional Development in Mathematics and Science: The Role of Postsecondary Institutions.
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Desimone Laura; Garet, Michael S.; Birman, Beatrice F.; Porter, Andrew; Yoon, Kwang Suk – Educational Policy, 2003
As part of national evaluation of Eisenhower Professional Development Program, examines management and implementation strategies contributing to high-quality inservice teacher professional development in mathematics and science. Finds higher quality professional development is related to management and implementation strategies such as continuous…
Descriptors: Elementary Secondary Education, Inservice Teacher Education, Mathematics Teachers, Postsecondary Education
How Do District Management and Implementation Strategies Relate to the Quality of the Professional Development That Districts Provide to Teachers?
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Desimone, Laura; Porter, Andrew C.; Birman, Beatrice F.; Garet, Michael S.; Yoon, Kwang Suk – Teachers College Record, 2002
Examined policy mechanisms and processes that districts used to provide high quality inservice professional development to teachers. Data from a national probability sample of professional development coordinators in districts that received federal funding for professional development highlighted specific management and implementation strategies…
Descriptors: Board of Education Policy, Educational Policy, Educational Quality, Elementary Secondary Education
Designing Professional Development That Works.
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Birman, Beatrice F.; Desimone, Laura; Porter, Andrew C.; Garet, Michael S. – Educational Leadership, 2000
By studying survey data from 1,000 teachers participating in a Title II workshop, researchers identified three structural features (form, duration, and collective participation) that set a proper context for professional development. Three core features of professional-development learning experience include content focus, active learning, and…
Descriptors: Active Learning, Adult Learning, Elementary Secondary Education, Learning Activities