A training programme on managing science class interactions: Its impact on teachers' practises and on their pupils' achievement

Evaluating teachers’ professional development initiatives: towards an extended evaluative framework

“…As to student learning outcomes, a distinction can be made between domain-specific and domain-general outcomes. On the one hand, studies have found positive effects of teachers' professional development on increasing students' language and literacy achievement (Garet et al 2008;McCutchen et al 2002;Wasik and Hindman 2011), science achievement (Morge, Toczek, and Chakroun 2010) or mathematics achievement (Antoniou and Kyriakides 2013;Saxe, Gearhart, and Nasir 2001). These studies all include measures of students' domain-specific, subject-related knowledge and skills.…”

“…In this respect, an important aspect in the evaluation of PDI is its sustainability in time and the generativity of the PDI. The importance of a long-term evaluation is a research challenge addressed by many researchers (Avalos 2011;Franke et al 2001;Lee et al 2004;Morge, Toczek, and Chakroun 2010;Muijs and Lindsay 2008;Schachter 2015). For instance, Antoniou and Kyriakides (2013) did not find any improvement or decline of the PDI after one year.…”

“…In contrast, Franke et al (2001) did find some effects four years after the professional development ended. A long-term evaluation makes it possible to more surely conclude that change actually took place (Morge, Toczek, and Chakroun 2010), and that the PDI persists in the complex day-to-day practice after the PDI is finished (Ponte et al 2004). Further, some effects might only be able to be traced after longer periods of time, such as effects on pupils (Muijs and Lindsay 2008).…”

The sustainability of a teacher professional development programme for beginning urban teachers

“…Many studies have focused on the effects of professional development interventions for teachers (see for instance Borko, 2004;Morge, Toczek, & Chakroun, 2010). Several studies showed that professional development interventions positively affected the quality of teachers in terms of their knowledge and competences for teaching.…”

The Impact and Implementation of the Chicago Collaborative Teacher Professional Development Program

“…PD and teacher-related outcomes: Prior research suggests that teacher PD can improve teacher-related outcomes, albeit with some mixed results. There is evidence that training programs can develop teachers' pedagogical content knowledge, including their ability to address students' content-related misconceptions (Morge, Toczek, and Chakroun, 2010) and implement inquiry-based practices (Buczynski and Hansen, 2010). However, Jacob, Hill, and Corey, 2017, observed little effect on teachers' mathematical content knowledge despite the intervention's extensive overlap with characteristics of effective PD (having a content focus, permitting teacher collaboration, and encouraging teacher ownership of the work).…”