Professional Development Research: Consensus, Crossroads, and Challenges

Resource type
Journal Article
Authors/contributors
Title
Professional Development Research: Consensus, Crossroads, and Challenges
Abstract
Commentaries regarding appropriate methods for researching professional development have been a frequent topic in recent issues of Educational Researcher as well as other venues. In this article, the authors extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our knowledge of effective program characteristics, leaving practitioners without guidance with regard to best practices. In response, the authors propose that scholars should execute more rigorous comparisons of professional development designs at the initial stages of program development and use information derived from these studies to build a professional knowledge base. The authors illustrate with examples of both a proposed study and reviews of evidence on key questions in the literature.
Publication
Educational Researcher
Volume
42
Issue
9
Pages
476-487
Date
December 1, 2013
Journal Abbr
Educational Researcher
Language
en
ISSN
0013-189X
Short Title
Professional Development Research
Accessed
12/05/2020, 17:41
Library Catalog
SAGE Journals
Extra
Publisher: American Educational Research Association shortDOI: 10/gdqbjb
Citation
Hill, H. C., Beisiegel, M., & Jacob, R. (2013). Professional Development Research: Consensus, Crossroads, and Challenges. Educational Researcher, 42(9), 476–487. https://doi.org/10.3102/0013189X13512674