ERIC Number: EJ1423039
Record Type: Journal
Publication Date: 2024-Feb
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-2476-194X
EISSN: N/A
Look beyond the Satisfaction Survey: A Framework to Evaluate Results of Professional Learning
Thomas R. Guskey
Learning Professional, v45 n1 p28-33 2024
Political discord, social tensions, and global conflicts compel teachers to guide students in exploring diverse perspectives and engaging in constructive, respectful dialogues. Furthermore, the rapid evolution of technology, particularly artificial intelligence (AI), necessitates teachers and school leaders to consider entirely new paradigms in instructional methods and assessment. At the same time, there is a great need for credible evidence on the effectiveness of professional learning. This article examines a meta-analysis of high-quality studies of teacher professional learning published between 2010 and 2020. The aim was to establish connections between features outlined in Learning Forward's Standards for Professional Learning (Learning Forward, 2022) and teacher instruction as well as student learning. To be eligible, studies needed to "(1) include teachers in Grades K-12, (2) examine the impacts of professional learning on instruction measured through classroom observation, and (3) have enough information to compute effect sizes" (p. 5). Among the hundreds of studies identified, only 48 met these modest criteria for inclusion.
Descriptors: Program Evaluation, Faculty Development, Academic Achievement, Elementary Secondary Education, Models, Program Effectiveness, Professional Development, Teaching Methods
Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: https://learningforward.org/the-learning-professional/
Publication Type: Journal Articles; Information Analyses
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A