The expert-presenter model is the most prevalent staff development model, with most activities brief¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 1994 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 1999: baselines and conditions change
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Observational data the monograph attributes to Gall, Haisley, Baker, and Perez (1982) found half of elementary teachers' inservice activities lasted four hours or less, mostly speeches or brief workshops. → Gall 1994

Evidence¶

Gall 1994¶

Gall, Meredith D.; Vojtek, Roseanne O'Brien. (1994). Planning for Effective Staff Development: Six Research-Based Models. ERIC Clearinghouse on Educational Management. https://eric.ed.gov/?id=ED372464

q2 · i? · review · r2

The monograph reports a year-long data collection on all inservice activities a sample of elementary teachers participated in, attributed to Gall, Haisley, Baker, and Perez (1982). It states: "fully half the activities lasted four hours or less." A national survey of staff developers (Davidson, Henkelman, and Stasinowsky 1993) is also cited as evidence of prevalence.

"They found that fully half the activities lasted four hours or less; they consisted mostly of listening to speeches or participating in brief workshops."

Discussion¶

Related Claims¶

• Region II local ABE directors assigned lower priority to inservice education than the national sample — related
• Widely implemented staff development (Madeline Hunter's ITIP) lacks empirical evidence of improved student achievement — related
• Schools provided staff minimal formal SDM training: only 54.6% of staff participated, 58.8% of classroom teachers were non-participants, and most trainees received 8 hours or less — related
• Effective skill training combines theory presentation, demonstration, practice with feedback, and coaching for transfer (review attribution) — related
• Program dosage was low for many participants: nearly half of Talent Search participants received 10 or fewer hours of services a year — related
• More effective programs used brief 1–3 h laboratory sessions with skill-based activities and multiple media — related
• SEP national monitoring reports indicate insufficient teacher training for the reform: 35% of surveyed teachers requested training in planning and design of didactic activities, and about 30% of directors rated induction-workshop information as poorly adequate or inadequate — related