Frequency, content, and quality of professional development are each positively related to elementary teachers' use of interactive instruction¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers who participate more frequently in professional development make greater use of interactive teaching methods than teachers on average. → Mark A. Smylie 2001 q2 i? Teachers receiving 15 or more hours of professional development in small group instruction or integrated curriculum were more likely to use interactive approaches than average. → Mark A. Smylie 2001 q2 i? Higher quality professional development processes are associated with greater use of interactive teaching methods. → Mark A. Smylie 2001

Evidence¶

Mark A. Smylie 2001¶

Mark A. Smylie, Elaine Allensworth, Rebecca C. Greenberg, Rodney Harris, Stuart Luppescu. (2001). Teacher Professional Development in Chicago: Supporting Effective Practice. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/teacher-professional-development-chicago-supporting-effective-practice

q2 · i? · associational · r3

Cross-sectional analysis of the 1997 and 1999 citywide teacher surveys (13,000 teachers in 1997; 9,900 in 1999) using three-level hierarchical linear models at the teacher level. The report states: "We found statistically significant, positive relation- ships between the frequency, content, and quality of professional development and teachers’ use of inter- active teaching methods." No effect sizes are printed.

"We found statistically significant, positive relation- ships between the frequency, content, and quality of professional development and teachers’ use of inter- active teaching methods (see Figure 2)."

Discussion¶

Related Claims¶

• Professional development frequency shows no significant relationship to didactic teaching, while quality and basic-skills content do — related
• In Chicago middle grades, schools with more extensive CCSS-M professional learning showed significantly greater post-implementation improvements in instructional practices, math grades, pass rates, and test scores — related
• Student reports of standards-aligned instructional practices improved more in Chicago middle-grade schools with more extensive CCSS-M professional learning — related
• Interactive instruction is positively associated with one-year achievement gains in reading and mathematics in Chicago elementary schools — related
• Higher quality professional development in 1997 predicts increases in school orientation toward innovation from 1997 to 1999 — related
• Teachers with more professional preparation use interactive instruction more often — related
• Teachers who need the strongest support receive less high-quality professional development: high school, beginning elementary, and large-school teachers — related
• Interactive instruction declines and didactic instruction increases across elementary grade levels — related