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.
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Observation and feedback cycles are most effective when frequent, in-depth, and sustained over long periods.
“This finding is particular concerning given clear evidence that observation and feedback cycles are most effective when they are frequent, in-depth, and sustained over long periods of time (Garet, Porter, Desimone, Birman, & Yoon, 2001; Yoon, Duncan, Lee, Scarloss, & Shapley, 2007).”
From Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences (2016) · cites this paper as Garet, Porter, Desimone, Birman, & Yoon, 2001
Data teams include other features of effective professional development.
“In addition, data teams incorporate other characteristics of effective professional development”
From Data teams for school improvement (2016) · cites this paper as Garet, Porter, Desimone, Birman, & Yoon, 2001
Not all opportunities result in teacher change and very few result in students achieving the required outcomes.
“However, not all opportunities result in teacher change and very few result in students' achieving the required outcomes (Garet et al. 2001).”
From Insights provided into the decolonisation of the science curriculum, and teaching and learning of indigenous knowledge, using Cultural-Historical Activity Theory (2021) · cites this paper as Garet et al. 2001
Few studies have examined which training elements are critical for successful teacher training on prevention program fidelity and quality, and little professional development research links teacher development to student outcomes.
“There have not been many studies that have specifically studied what elements of training are critical to successful teacher training regarding prevention program fidelity and quality, although there is a body of literature on professional development in general, there is little that focus on professional development of teachers as it relates to student outcomes (Garet et al. 2001).”
From Translational research in South Africa: evaluating implementation quality using a factorial design (2012) · cites this paper as Garet et al. 2001
Garet and colleagues also found that coherence-helping teachers see how the curriculum fits the school's mission-matters.
“Garet and colleagues also found that helping teachers understand how the curriculum fits into the school’s mission (i.e., coherence) is important.”
From Translational research in South Africa: evaluating implementation quality using a factorial design (2012) · cites this paper as Garet et al. 2001
A US national study of mathematics teachers found that sustained professional development focused on content and active learning is important.
“Another US nationally representative study on mathematics teachers provided evidence that sustained professional development that focuses on content and provides opportunities for active learning are important (Garet et al. 2001).”
From Translational research in South Africa: evaluating implementation quality using a factorial design (2012) · cites this paper as Garet et al. 2001
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- Authors
- Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S.
- Affiliations
- American Institutes for Research (US)
- University of Wisconsin–Madison (US)
- Vanderbilt University (US)
- Venue
- American Educational Research Journal
- Published
- 2001-01
- Volume
- 38
- Issue
- 4
- Pages
- 915-945
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2137524155
- Cited by
- 5,047
- References
- 1
- Citations by year
- 2026: 108 · 2025: 152 · 2024: 167 · 2023: 186 · 2022: 206 · 2021: 259 · 2020: 309 · 2019: 332 · 2018: 255 · 2017: 314 · 2016: 344 · 2015: 361 · 2014: 289 · 2013: 305 · 2012: 287
- FWCI
- 211.84
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Educational Research Journal (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- teacher professional development, teacher learning, mathematics teachers, science teachers, content knowledge, active learning, peer collaboration, classroom practice change
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