Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study
Abstract
This article examines the effects of professional development on teachers’ instruction. Using a purposefully selected sample of about 207 teachers in 30 schools, in 10 districts in five states, we examine features of teachers’ professional development and its effects on changing teaching practice in mathematics and science from 1996–1999. We found that professional development focused on specific instructional practices increases teachers’ use of those practices in the classroom. Furthermore, we found that specific features, such as active learning opportunities, increase the effect of the professional development on teacher’s instruction.
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Professional development is most effective when it provides teachers active learning opportunities that are intensive, focused on discrete skills, aligned with curriculum and assessments, and applied in context.
“Studies find that professional development is most effective when it provides teachers active learning opportunities that are intensive, focused on discrete skills, aligned with curriculum and assessments, and applied in context (Correnti, 2007; Desimone, 2009; Desimone, Porter, Garet, Yoon, & Birman, 2002; Garet, Porter, Desimone, Birman, & Yoon, 2001; Wayne, Yoon, Zhu, Cronen, & Garet, 2008).”
From Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience (2014) · cites this paper as Desimone, Porter, Garet, Yoon, & Birman, 2002
Cited by
Sorted by citations
Effective Teacher Professional Development
Darling-Hammond, L., Hyler, M., & Gardner, M. (2017) · Learning Policy Institute · doi:10.54300/122.311 · Cited by 4,264 · see citing works
Kraft, M. A., & Papay, J. P. (2014) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373713519496 · Cited by 433 · see citing works
Jacob, R., Hill, H., & Corey, D. (2017) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2016.1273411 · Cited by 154 · see citing works
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 · see citing works
Meyer, A., Kleinknecht, M., & Richter, D. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104805 · Cited by 76 · see citing works
Implementation of a collaborative data use model in a United States context
Jimerson, J. B., Garry, V., Poortman, C. L., & Schildkamp, K. (2021) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2020.100866 · Cited by 21 · see citing works
de Beer, J. J., & Kriek, J. (2021) · South African Journal of Higher Education · doi:10.20853/35-6-4217 · Cited by 19 · see citing works
- Authors
- Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F.
- Affiliations
- Vanderbilt University
- University of Wisconsin, Madison
- American Institutes for Research
- Venue
- Educational Evaluation and Policy Analysis
- Published
- 2002-06
- Volume
- 24
- Issue
- 2
- Pages
- 81-112
- ISSN
- 0162-3737
- 1935-1062
- Cited by
- 831
- References
- 0
- Language
- en
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