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Review of Evidence on the Effects of Teacher Professional Development on Student Achievement: Findings and Suggestions for Future Evaluation Designs
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| Presenter(s):
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| Kwang Suk Yoon,
American Institutes for Research,
kyoon@air.org
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| Teresa Duncan,
American Institutes for Research,
tduncan@air.org
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| Silvia Lee,
American Institutes for Research,
wlee@air.org
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| Kathy Shapley,
Edvance Research Inc,
kshapley@edvanceresearch.com
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| Abstract:
Our research team conducted a systematic and comprehensive review of the research-based evidence on the effects of professional development (PD) on growth in student achievement in reading/ELA, mathematics, and science. We posed the question: What is the impact of providing teacher professional development on student achievement? In addition to addressing the research question, our goal is to share with researchers examples of evaluation models that align with the rigorous standards of the What Works Clearinghouse (WWC). From over 1,300 manuscripts, nine studies emerged as meeting WWC evidence standards. Although the number of studies that met evidence standards was small, the consistency of effect sizes (approximately 0.50) across three content areas suggests that providing training to teachers does have a moderate effect on their students' achievement. In the presentation, we will provide details of the design of PD effectiveness studies meeting the standards and suggestions for future evaluation studies.
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Evaluating the Link Between Teacher Professional Development and Student Achievement: A Longitudinal, Mixed-method Approach
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| Presenter(s):
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| Barbara Heath,
East Main Educational Consulting LLC,
bpheath@bizec.rr.com
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| Bonnie Walters,
University of Colorado, Denver,
bonnie.walters@cudenver.edu
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| Aruna Lakshmanan,
University of North Carolina, Wilmington,
alakshmanan@emeconline.com
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| Aaron Perlmutter,
East Main Educational Consulting LLC,
aperimutter@bizec.rr.com
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| Abstract:
This paper discusses the first-stage evaluation activities related to professional development efforts in a NSF funded Math and Science Partnership (MSP) located in Denver, CO. Longitudinal data has been used to determine if the professional development efforts implemented in this program make a difference in participant teachers' classroom teaching practices. A stratified random sample of teachers was selected to participate in a two-year data collection cycle that included post-intervention surveys, classroom observations, and interviews. Specific questions asking teachers what they are more prepared to do and plan to do after taking the courses are paired with observational data collected using the Reformed Teaching Observation Protocol and interview data from the Levels of Use protocol. These results will be used to determine if teachers' gains in content knowledge and pedagogy strategies are changing, a necessary step required prior to determining if the teachers' professional development activities may be contributing to student learning.
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The Missing Link: Teacher development, Evaluation and Brain Research
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| Presenter(s):
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| Barbara Thomson,
The Ohio State University,
barbara@learningstar.org
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| Tamara J Barbosa,
PhD's Consulting,
dr.barbosa@phdsconsulting.com
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| Abstract:
The goal of this paper is to discuss and explore the intersection that exists between teacher development theory, evaluation theory, and brain research. Current teacher development places emphasis on content, curriculum and standards. The missing link for teacher professional development is the new advances in brain science and research. How do we integrate this new scientific knowledge into the professional development of teachers? How do we create an effective framework so teachers have this important integration of research data? And how we evaluate it?
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Balancing Change and Complexity: Evaluation of a Statewide Professional Development Program for Literacy Instruction
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| Presenter(s):
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| Janice Noga,
Pathfinder Evaluation and Consulting,
jan.noga@stanfordalumni.org
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| Abstract:
The purpose of this paper is to discuss the development of an evaluation process for Ohio's State Institutes for Reading Instruction (SIRI) to capture key process elements related to development and implementation as well as overall outcome variables related to increased professional knowledge and transfer of training to classroom practice. This paper will describe the context variables informing program theory and design of the evaluation methodology as well as implementation of data collection and reporting activities. It will also address how the design and actual implementation of the evaluation methodology adapted in response to program changes and challenges encountered during the course of the project.
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