Professional Development/ Teacher Training

Methodology
March, 2003

This paper illustrates how to design an experimental sample for measuring the effects of educational programs when whole schools are randomized to a program and control group. It addresses such issues as what number of schools should be randomized, how many students per school are needed, and what is the best mix of program and control schools.

Report

Implementation Lessons from the Foundations of Learning Demonstration

December, 2009
Chrishana M. Lloyd, Michael Bangser

Foundations of Learning provided in-class training and support to teachers, and one-on-one clinical services to children, to enhance preschool quality. This report offers lessons regarding program design, management, staffing, and professional development issues that arose during implementation in Newark, NJ.

Report

What Two Rigorous Studies Tell Us

July, 2011

This synthesis reviews findings from two rigorous, large-scale evaluations — the Professional Development in Reading Study and the Middle School Mathematics Professional Development Impact Study. Both interventions had only limited effects on teachers’ knowledge and instruction and no impacts on students’ test scores. The report ends with suggestions about how professional development might be improved to achieve better results.

Report
May, 2011
Michael S. Garet, Andrew J. Wayne, Fran Stancavage, James Taylor, Marian Eaton, Kirk Walters, Mengli Song, Seth Brown, Steven Hurlburt, Pei Zhu, Susan Sepanik, Fred Doolittle

In a study sponsored by the Institute of Education Sciences, intensive professional development programs for seventh-grade math teachers were implemented as intended, but teacher turnover limited the average dosage received. The programs had no impact on teacher knowledge or student achievement.

Report
April, 2010
Michael S. Garet, Andrew J. Wayne, Fran Stancavage, James Taylor, Kirk Walters, Mengli Song, Seth Brown, Steven Hurlburt, Pei Zhu, Susan Sepanik, Fred Doolittle

This report presents first-year results from the Middle School Mathematics Professional Development Impact Study, sponsored by the Institute of Education Sciences. The professional development programs for seventh-grade math teachers had an impact on one measure of teacher practice but no effects on teachers’ knowledge or student achievement.

Report

How Classroom Management Training Can Help Teachers

November, 2010
Pamela Morris, Cybele Raver, Megan Millenky, Stephanie Jones, Chrishana M. Lloyd

Foundations of Learning provided training and in-class support to teachers to help guide children’s behavior and emotional development. In Newark, NJ, the program improved teachers’ classroom management and productivity, reduced children’s conflict with peers, and increased children’s engagement. A year later, few effects for children were sustained as they entered kindergarten, but teachers were still engaged in positive practices.

Report

Evidence from the Talent Development High School Model

May, 2005
James J. Kemple, Corinne Herlihy, Thomas J. Smith

Talent Development, a high school reform initiative, produced substantial positive effects on attendance, academic course credits earned, tenth-grade promotion, and algebra pass rates for students in very low-performing schools in Philadelphia.

Report

Suggestive Evidence from Three Urban School Districts

December, 2007
Janet Quint, Theresa M. Akey, Shelley Rappaport, Cynthia J. Willner

Does providing instruction-related professional development to school principals set in motion a chain of events that can improve teaching and learning in their schools? This report examines professional development efforts by the University of Pittsburgh’s Institute for Learning in elementary schools in Austin, St. Paul, and New York City.

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