Non-participation in intensive professional development reflected enjoyment, preparation, and conceptions of professional development, not experience or science background¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After the Partnership changed workshop structure, timing, and offerings, 34% of previously non-participating teachers recruited the following summer, eventually two-thirds of early non-participants. → Corcoran 2003

Evidence¶

Corcoran 2003¶

Corcoran, Tom. (2003). The Merck Institute for Science Education: A Successful Intermediary for Education Reform. CPRE Research Report Series RR-052. https://eric.ed.gov/?id=ED480404 doi:10.1037/e383112004-001

q2 · i? · design · r2

Following the non-participant study, the Partnership added general-topic offerings, moved workshops to immediately after the school year, recruited via informal networks, and offered graduate credit in one district; participation rose accordingly.

"These efforts led to the recruitment during the following summer of 34% of those who had previously not participated, and eventually two-thirds of those who had not participated in the first three years (CPRE, 2000)."

Discussion¶

Learner Variables¶

• Interest — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Effective professional development is content focused, active, collaborative, modeled, coached, feedback-rich, and sustained over time — the general claim this finding bears on, with the studies behind it
• Intensive three-year professional development changed Leader Teachers' practice dramatically, but peer diffusion of reform was uneven — related
• Working conditions shape educator retention and also influence recruitment decisions and the effectiveness of collaborative evaluation and induction — related
• PD support type and salience depends on a teacher team's current phase in the adaptive learning cycle — related
• An intensive competency-based mastery workshop can be an effective diffusion strategy for statewide curriculum leaders to develop learning systems — related
• Instructional coaching provides individualized support adapted to teachers' needs and classroom contexts, in contrast to traditional professional development workshops — related
• Professional learning, broadly defined to include teacher collaboration, coaching, and workshops, was the most important support strategy for instructional change — related
• Professional learning experiences shift teachers' beliefs away from traditional views toward practice-based science and increase implementation confidence, with gains leveling off after initial workshops — related
• Carnegie Learning attributes positive practitioner feedback to connecting research to participants' needs, lowering effort barriers, and compensating participation — related