Experimenting With Teacher Professional Development: Motives and Methods

Wayne, Andrew J.; Yoon, Kwang Suk; Zhu, Pengfei; Cronen, Stephanie; Garet, Michael S.

doi:10.3102/0013189x08327154

Cited by 373 publications

(319 citation statements)

References 28 publications

(33 reference statements)

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“…We possess very little empirical evidence on the critical role these promising practices play in enhancing teacher learning of effective instructional strategies, and more importantly student learning (Wayne, Yoon, Zhu, Cronen, & Garet, 2008). Rarely do studies link PD to student outcomes, and the few that have attempted to do so have often yielded disappointing results.…”

Section: Impact Of the Teacher Study Group 3 Teacher Study Group: Impmentioning

confidence: 99%

“…Our testing of the TSG PD program goes beyond a basic efficacy trial, as the study exemplifies characteristics of both typical efficacy and effectiveness trials. Wayne et al (2008) define an efficacy trial as one in which the PD is delivered by its developers in fewer settings with a small sample ranging from 5 to 44 teachers. On the other hand, they note that effectiveness trials are implemented in a variety of settings with multiple trainers.…”

Section: Lessons Learned From Conducting a Multi-site Rct In Pdmentioning

confidence: 99%

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Teacher Study Group

Gersten

Dimino

Jayanthi

et al. 2010

American Educational Research Journal

134

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Randomized field trials were used to examine the impact of the Teacher Study Group (TSG), a professional development model, on first grade teachers' reading comprehension and vocabulary instruction, their knowledge of these areas, and on the comprehension and vocabulary achievement of their students. The multi-site study was conducted in three large urban school districts from three states. A total of 81 first grade teachers and their 468 students from 19 Reading First schools formed the analytic sample in the study. Classrooms observations of teaching practice showed significant improvements in TSG schools. TSG teachers also significantly outperformed control teachers on the teacher knowledge measure of vocabulary instruction. Confirmatory analysis of student outcomes indicated marginally significant effects in oral vocabulary. Impact of the Teacher Study Group 3 Teacher Study Group: Impact of the Professional Development Model on Reading Instruction and Student Outcomes in First Grade ClassroomsOver the past thirty years, a body of research on promising practices for effective professional development (PD) has slowly emerged (e.g., Berman & McLaughlin, 1978;Huberman & Miles, 1984;Ball, 1990;Garet, Porter, Desimone, Birman, & Yoon, 2001).Although this body of research has had a profound impact on the field, a good deal of uncertainty remains. Advocated PD practices, though sensible and compelling, have rarely been widely field-tested and evaluated using rigorous research techniques (Guskey, 2003;Desimone, 2009).The majority of the studies in PD encompass a broad array of methodologies (surveys, comparative case studies, qualitative, mixed methods) that rely heavily on teacher self-report and case study analysis. We possess very little empirical evidence on the critical role these promising practices play in enhancing teacher learning of effective instructional strategies, and more importantly student learning (Wayne, Yoon, Zhu, Cronen, & Garet, 2008). Rarely do studies link PD to student outcomes, and the few that have attempted to do so have often yielded disappointing results. In fact, Garet et al. (2008) found that large-scale PD that included many of these practices did lead to significant increases in teachers' knowledge and observed teaching practice, but failed to enhance student reading achievement significantly.To address this need for effective PD, we developed a PD program, the Teacher Study Group, and tested its effects on teacher and student outcomes using randomized control trials. In this article we delineate the features and format of the PD program, and describe the multi-site randomized control trials study. Impact of the Teacher Study Group 4 Teacher Study GroupThe Teacher Study Group (TSG) PD program used in this study was based on our earlier research efforts to identify strengths and weaknesses of PD strategies for translating research into teaching practice in high poverty schools (Gersten, Morvant, & Brengelman, 1995;Gersten & Brengelman, 1996;Gersten, Darch, Davis, & George, 199...

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Section: Impact Of the Teacher Study Group 3 Teacher Study Group: Impmentioning

confidence: 99%

Section: Lessons Learned From Conducting a Multi-site Rct In Pdmentioning

confidence: 99%

Teacher Study Group

Gersten

Dimino

Jayanthi

et al. 2010

American Educational Research Journal

134

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“…to treatment (programs) and control groups, researchers are able to make causal statements about the impact of professional development programs. Aligned with calls for the use of experimental and quasi-experimental designs to evaluate professional development (Wayne et al 2008), more researchers are designing studies in this manner. However, even with the use of randomized control trial designs, most do not look beyond the fixed program effect estimates to determine program impact (e.g., Glazerman et al 2010;Antoniou and Kyriakides 2011;Carlson, Borman, and Robinson 2011;Heller et al 2012).…”

Section: Existing Methods For Estimating Program Effectsmentioning

confidence: 99%

Defining Program Effects: A Distribution-Based Perspective

Green

Stroup

Fellers

2017

Statistics and Public Policy

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In an age of accountability, it is critical to define and estimate the effects of teacher education and professional development programs on student learning in ways that allow stakeholders to explore potential reasons for what is observed and to enhance program quality and fidelity. Across the suite of statistical models used for program evaluation, researchers consistently measure program effectiveness using the coefficients of fixed program effects. We propose that program effects are best characterized not as a single effect to be estimated, but as a distribution of teacher-specific effects. In this article, we first discuss this approach and then describe one way it could be used to define and estimate program effects within a value-added modeling context. Using an example dataset, we demonstrate how program effect estimates can be obtained using the proposed methodology and explain how distributions of these estimates provide additional information and insights about programs that are not apparent when only looking at average effects. By examining distributions of teacher-specific effects as proposed, researchers have the opportunity to more deeply investigate and understand the effects of programs on student success.

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“…In the past decade, researchers have reviewed professional development for in-service teachers and reported consensus in their summary of key features for effective professional development (Birman et al, 2000;Crawford et al, 2008;Wayne et al, 2008;Desimone, 2009). These key features include: content focus, coherence, duration, active learning, and collective participation (Birman et al, 2000;Desimone, 2009).…”

Section: Professional Development Design and Deliverymentioning

confidence: 99%

Moving beyond ‘just good teaching’: ESL professional development for all teachers

Prater

Steed

2011

Professional Development in Education

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In order to prepare all teachers for working with the increasing number of English-as-a-secondlanguage (ESL) students in the US, researchers have explored what teachers need to know and pointed out that 'just good teaching' is not enough. In this article, we described our effort to design and deliver professional development sessions based on key features of effective professional development to facilitate teachers to move beyond 'just good teaching'. In addition, we examined the impact of the professional development on teachers and the ESL students in the school district. The participants included 22 teachers from one school district in the US who participated in 46 hours of professional development sessions over the course of one year. Findings indicated that the research-based, needs-oriented professional development provided teachers with useful strategies and resources. ESL student performance data also demonstrated the effectiveness and impact of the professional development. Implications were drawn to further enhance the collaboration between university and school districts, and between ESL teachers and regular classroom teachers, for the achievement of all ESL students.

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Experimenting With Teacher Professional Development: Motives and Methods

Cited by 373 publications

References 28 publications

Teacher Study Group

Teacher Study Group

Defining Program Effects: A Distribution-Based Perspective

Moving beyond ‘just good teaching’: ESL professional development for all teachers

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