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Experimenting With Teacher Professional Development: Motives and Methods
Resource type
Journal Article
Authors/contributors
- Wayne, Andrew J. (Author)
- Yoon, Kwang Suk (Author)
- Zhu, Pei (Author)
- Cronen, Stephanie (Author)
- Garet, Michael S. (Author)
Title
Experimenting With Teacher Professional Development: Motives and Methods
Abstract
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 when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and?for those conducting and interpreting such studies?discusses the unique methodological issues encountered when experimental methods are applied to the study of PD.
Publication
Educational Researcher
Volume
37
Issue
8
Pages
469-479
Date
November 1, 2008
Journal Abbr
Educational Researcher
ISSN
0013-189X
Short Title
Experimenting With Teacher Professional Development
Accessed
15/05/2020, 11:53
Library Catalogue
SAGE Journals
Extra
Publisher: American Educational Research Association
shortDOI: 10/fhz33n
Citation
Wayne, A. J., Yoon, K. S., Zhu, P., Cronen, S., & Garet, M. S. (2008). Experimenting With Teacher Professional Development: Motives and Methods. Educational Researcher, 37(8), 469–479. https://doi.org/10.3102/0013189X08327154
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