What makes professional development effective? Results from a national sample of teachers
Resource type
Journal Article
Authors/contributors
- Garet, Michael (Author)
- Porter, Andrew (Author)
- Desimone, Laura (Author)
- Birman, Beatrice (Author)
- Yoon, Kwang Suk (Author)
Title
What makes professional development effective? Results from a national sample of teachers
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, 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.
Publication
American Educational Research Journal - AMER EDUC RES J
Volume
38
Issue
4
Date
December 1, 2001
Journal Abbr
American Educational Research Journal
Short Title
What makes professional development effective?
Library Catalogue
ResearchGate
Citation
Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal - AMER EDUC RES J, 38(4). https://doi.org/10.3102/00028312038004915
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