Published Online: April 7, 2009
Published in Print: April 8, 2009, as Professional Development

Report Roundup

Professional Development

"Making Sense of the Links: Professional Development, Teacher Practices, and Student Achievement"

Professional development has moderate effects on changing teachers practices, but very small—although occasionally significant—effects on student achievement, according to a study published in the February edition of Teachers College Record.

Michigan State University researcher Marjorie R. Wallace examined student-achievement data linked to specific teachers across six databases. Two of these data sets derived from the 2000 Beginning Teacher Preparation SurveyRequires Adobe Acrobat Reader, in Connecticut and Tennessee; the remaining four came from different administrations of the National Assessment of Educational Progress.

The study found more consistent results for mathematics professional development than for reading. A one standard-deviation increase in professional development translated into moderate increases in the average frequency of math instruction.

The study also found that the effects of professional development on student achievement vis-à-vis teachers’ practices, are larger than the more indirect effects of professional development on student achievement.

Vol. 28, Issue 28, Page 5

Related Stories
You must be logged in to leave a comment. Login | Register
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories

Viewed

Emailed

Recommended

Commented