Experimenting With Teacher Professional Development

Motives and Methods

Dados Bibliográficos

ID9734172
AutoresAndrew J Wayne (ANDREW J. WAYNE is a senior research analyst at the American Institutes for Research, 1000 Thomas Jefferson Street, NW, Washington, DC 20007; . His research focuses on policies and programs that affect teachers., autor correspondente), Kwang Suk Yoon (ANDREW J. WAYNE is a senior research analyst at the American Institutes for Research, 1000 Thomas Jefferson Street, NW, Washington, DC 20007; . His research focuses on policies and programs that affect teachers.), Pei Zhu (0000-0001-9257-5394, ANDREW J. WAYNE is a senior research analyst at the American Institutes for Research, 1000 Thomas Jefferson Street, NW, Washington, DC 20007; . His research focuses on policies and programs that affect teachers.), Stephanie Cronen (ANDREW J. WAYNE is a senior research analyst at the American Institutes for Research, 1000 Thomas Jefferson Street, NW, Washington, DC 20007; . His research focuses on policies and programs that affect teachers.), Michael S Garet (ANDREW J. WAYNE is a senior research analyst at the American Institutes for Research, 1000 Thomas Jefferson Street, NW, Washington, DC 20007; . His research focuses on policies and programs that affect teachers.)
Ano2008
Volume37
Fascículo8
Páginas469-479
Data de publicação2008-11-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x08327154
OpenAlexW2145213943
IdiomaEN
Citações recebidas94
Referências citadas20

A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and—for those conducting and interpreting such studies—discusses the unique methodological issues encountered when experimental methods are applied to the study of PD

Academic achievement · Educational research · Engineering ethics · Mathematics education · Pedagogy · Professional development · Sociology · Student achievement · Work (physics · Education and Technology Integration · Engineering · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies