The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation
Abstract
This study uses a sample of 454 teachers engaged in an inquiry science program to examine the effects of different characteristics of professional development on teachers’ knowledge and their ability to implement the program. The authors analyzed results from a survey of teachers served by 28 professional development providers within a hierarchical linear modeling framework. Consistent with findings from earlier studies of effective professional development, this study points to the significance of teachers’ perceptions about how coherent their professional development experiences were for teacher learning and program implementation. The authors also found that the incorporation of time for teachers to plan for implementation and provision of technical support were significant for promoting program implementation in the program.
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Citations
Cites
Those Who Understand: Knowledge Growth in Teaching
SHULMAN, L. S. (1986) · Educational Researcher · doi:10.3102/0013189x015002004 · Cited by 18,546
What Makes Professional Development Effective? Results From a National Sample of Teachers
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001) · American Educational Research Journal · doi:10.3102/00028312038004915 · Cited by 5,047
Professional Development and Teacher Learning: Mapping the Terrain
Borko, H. (2004) · Educational Researcher · doi:10.3102/0013189x033008003 · Cited by 4,208
Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653139 · Cited by 3,594
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
Hill, H. C., Rowan, B., & Ball, D. L. (2005) · American Educational Research Journal · doi:10.3102/00028312042002371 · Cited by 2,812
Spillane, J. P., & Thompson, C. L. (1997) · Educational Evaluation and Policy Analysis · doi:10.2307/1164209 · Cited by 31
Cited by
Desimone, L. M. (2009) · Educational Researcher · doi:10.3102/0013189x08331140 · Cited by 4,862
Evans, L. (2014) · Cambridge Journal of Education · doi:10.1080/0305764x.2013.860083 · Cited by 227
Cook, C. R., Lyon, A. R., Kubergovic, D., Browning Wright, D., & Zhang, Y. (2015) · School Mental Health · doi:10.1007/s12310-014-9139-3 · Cited by 131
Pathways to New Accountability Through the Every Student Succeeds Act
Darling-Hammond, L., Bae, S., Cook-Harvey, C., Lam, L., Mercer, C., Podolsky, A., & Stosich, E. L. (2016) · Learning Policy Institute · doi:10.54300/966.414 · Cited by 127
Organizational considerations in establishing the Data-Informed District
Wayman, J. C., Jimerson, J. B., & Cho, V. (2012) · School Effectiveness and School Improvement · doi:10.1080/09243453.2011.652124 · Cited by 122
Metadata
- Authors
- Penuel, W. R., Fishman, B. J., Yamaguchi, R., & Gallagher, L. P.
- Venue
- American Educational Research Journal
- Published
- 2007-12
- Volume
- 44
- Issue
- 4
- Pages
- 921-958
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2050533287
- Cited by
- 1,353
- References
- 6
- FWCI
- 159.55
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
