What makes professional development effective? Results from a national sample of teachers

This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning. Results ... indicate three core features of professional devel...

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Published in	American educational research journal Vol. 38; no. 4; pp. 915 - 945
Main Authors	Garet, Michael S, u.a
Format	Journal Article
Language	English
Published	Washington, DC American Educational Research Association 2001 SAGE Publications
Subjects	Active learning Classroom observations Classrooms Councils Curricula Education reform Educational activities Educational Change Educational personnel Educational research Educational sciences Effizienz Elementary Secondary Education Empirische Untersuchung Federal Programs Funding Fähigkeit Higher education Knowledge Learning Least Squares Statistics Lehrer Lehrerausbildung Lehrerfortbildung Lernen Lernmethode Mathematics Mathematics education Mathematics Teachers Mathematikunterricht Methods Outcomes of Education Professional Development Program Effectiveness Qualität Science Teachers Students Teachers Teaching methods Teaching, Learning, and Human Development USA Wissen Workshops USA Primary School Teacher Mathematics Training Method Professional development Teachers training
Online Access	Get full text
ISSN	0002-8312 1935-1011
DOI	10.3102/00028312038004915

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Abstract	This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning. Results ... indicate three core features of professional development activities that have significant, positive effects on teachers' self-reported increases in knowledge and skills and changes in classroom practice: a) focus on content knowledge; b) opportunities for active learning; and c) coherence with other learning activities. ... It is primarily through these core features that the following structural features significantly affect teacher learning: a) the form of the activity (e.g. workshop vs. study group); b) collective participation of teachers from the same school, grade, or subject; and c) the duration of activity. (DIPF/Orig.)
AbstractList	This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity. 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 increases in knowledge and skills and changes in classroom practice. Also identifies structures that affect teacher learning. (SLD) This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning. Results ... indicate three core features of professional development activities that have significant, positive effects on teachers' self-reported increases in knowledge and skills and changes in classroom practice: a) focus on content knowledge; b) opportunities for active learning; and c) coherence with other learning activities. ... It is primarily through these core features that the following structural features significantly affect teacher learning: a) the form of the activity (e.g. workshop vs. study group); b) collective participation of teachers from the same school, grade, or subject; and c) the duration of activity. (DIPF/Orig.) This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity.
Author	u.a Garet, Michael S
Author_xml	– sequence: 1 fullname: Garet, Michael S – sequence: 2 fullname: u.a
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ContentType	Journal Article
Copyright	Copyright 2001 American Educational Research Association 2002 INIST-CNRS Copyright American Educational Research Association Winter 2001
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References_xml	– volume-title: How people learn: Brain, mind, experience, and school year: 1999 ident: b2-0380915 – ident: b26-0380915 doi: 10.2307/1176776 – volume-title: Transforming professional development for teachers: A guide for state policymakers year: 1995 ident: b10-0380915 – ident: b6-0380915 doi: 10.3102/01623737012003311 – volume-title: Changing visions and changing practices: Patchworks in learning to teach mathematics for understanding year: 1991 ident: b56-0380915 – volume: 95 start-page: 199 issue: 3 year: 1995 ident: b40-0380915 publication-title: Elementary School Journal doi: 10.1086/461799 – volume-title: Reforming mathematics education in America's cities: The urban mathematics collaborative project year: 1994 ident: b54-0380915 – volume-title: Teaching for understanding: Challenges for policy and practice year: 1993 ident: b8-0380915 – ident: b19-0380915 doi: 10.5951/jresematheduc.27.4.0403 – volume-title: What matters most: Teaching for America's future year: 1996 ident: b34-0380915 – volume-title: Local systemic change through teacher enhancement: Year three cross-site report year: 1998 ident: b55-0380915 – volume-title: How Teachers Taught year: 1990 ident: b12-0380915 – volume: 45 start-page: 75 issue: 8 year: 1988 ident: b38-0380915 publication-title: Educational Leadership – volume: 73 start-page: 673 year: 1992 ident: b30-0380915 publication-title: Phi Delta Kappan – volume-title: Professional standards for teaching mathematics year: 1991 ident: b35-0380915 – volume-title: Restructuring in the classroom: Teaching, learning, & school organization year: 1996 ident: b18-0380915 – ident: b28-0380915 doi: 10.3102/00346543067002227 – volume: 30 start-page: 3 issue: 1 year: 1999 ident: b25-0380915 publication-title: Journal for Research in Mathematics Education doi: 10.2307/749627 – volume-title: Handbook of research on teaching year: 2001 ident: b43-0380915 – volume-title: Horace's school: Redesigning the American high school year: 1992 ident: b48-0380915 – ident: b5-0380915 doi: 10.3102/00028312026004499 – volume-title: National science education standards year: 1996 ident: b36-0380915 – volume-title: Reforming science education: Social perspectives and personal reflections year: 1993 ident: b3-0380915 – ident: b23-0380915 doi: 10.3102/00028312033002509 – volume: 1 volume-title: NISE Brief year: 1996 ident: b50-0380915 – volume: 76 start-page: 597 issue: 8 year: 1995 ident: b16-0380915 publication-title: Phi Delta Kappan – volume-title: Form and substance in in-service teacher education year: 1998 ident: b27-0380915 – volume-title: The right to learn: A blueprint for creating schools that work year: 1997 ident: b15-0380915 – volume-title: Authentic achievement: Restructuring schools for intellectual quality year: 1996 ident: b37-0380915 – volume: 77 start-page: 500 issue: 7 year: 1996 ident: b1-0380915 publication-title: Phi Delta Kappan – volume-title: Toward high and rigorous standards for the teaching profession year: 1989 ident: b33-0380915 – volume-title: Designing professional development for teachers of science and mathematics year: 1998 ident: b32-0380915 – volume: 10 start-page: 40 issue: 4 year: 1989 ident: b49-0380915 publication-title: Journal of Staff Development – volume-title: Evaluation of NSF's Statewide Systemic Initiatives (SSI) Program: The SSIs' impacts on classroom practice year: 1998 ident: b45-0380915 – start-page: 185 volume-title: Teacher learning: New policies, new practices year: 1996 ident: b29-0380915 – volume-title: Teacher change and the staff development process: A case in reading instruction year: 1994 ident: b42-0380915 – volume: 57 start-page: 1 issue: 1 year: 1987 ident: b46-0380915 publication-title: Harvard Educational Review doi: 10.17763/haer.57.1.j463w79r56455411 – ident: b22-0380915 – volume: 78 start-page: 193 issue: 3 year: 1996 ident: b14-0380915 publication-title: Phi Delta Kappan – volume-title: Understanding teacher development year: 1992 ident: b24-0380915 – volume-title: Designing effective professional development: Lessons from the Eisenhower program year: 1999 ident: b20-0380915 – volume: 22 start-page: 9 issue: 4 year: 1995 ident: b13-0380915 publication-title: Teacher Education Quarterly – volume-title: Best practice in action: Follow-up survey on teacher enhancement programs year: 1997 ident: b4-0380915 – volume-title: Instructional policy and classroom performance: The mathematics reform in California year: 1998 ident: b7-0380915 – volume-title: Does professional development change teachers' instruction? Results from a three-year study of the effects of Eisenhower and other professional development on teaching practice year: 2000 ident: b39-0380915 – volume: 77 start-page: 492 issue: 7 year: 1996 ident: b44-0380915 publication-title: Phi Delta Kappan – volume-title: Evaluation of NSF's Statewide Systemic Initiatives (SSI) Program: The SSIs and professional development for teachers year: 1998 ident: b11-0380915 – ident: b21-0380915 – volume-title: Staff development and instructional improvement: Community District 2, New York City year: 1996 ident: b17-0380915 – volume-title: Policy and practice: The relations between governance and instruction year: 1992 ident: b9-0380915 – ident: b31-0380915 doi: 10.3102/01623737015002129 – volume: 13 start-page: 14 issue: 1 year: 1992 ident: b47-0380915 publication-title: Journal of Staff Development – volume-title: Paper presented at the American Educational Research Association year: 1998 ident: b53-0380915 – start-page: 167 volume-title: Teaching for understanding: Challenges for policy and practice year: 1993 ident: b51-0380915 – volume-title: Teacher quality. 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Snippet	This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of... This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of... Used a national probability sample of 1,027 mathematics and science teachers to provide a large-scale empirical comparison of effects of different...
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SubjectTerms	Active learning Classroom observations Classrooms Councils Curricula Education reform Educational activities Educational Change Educational personnel Educational research Educational sciences Effizienz Elementary Secondary Education Empirische Untersuchung Federal Programs Funding Fähigkeit Higher education Knowledge Learning Least Squares Statistics Lehrer Lehrerausbildung Lehrerfortbildung Lernen Lernmethode Mathematics Mathematics education Mathematics Teachers Mathematikunterricht Methods Outcomes of Education Professional Development Program Effectiveness Qualität Science Teachers Students Teachers Teaching methods Teaching, Learning, and Human Development USA Wissen Workshops
Subtitle	Results from a national sample of teachers
Title	What makes professional development effective?
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