Professional development frequency shows no significant relationship to didactic teaching, while quality and basic-skills content do¶

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? Frequency of participation in professional development is not significantly related to teachers' use of didactic teaching methods. → Mark A. Smylie 2001 q2 i? Exposure to professional development in teaching basic skills and core academic subjects is significantly related to use of didactic methods, and quality is positively related to didactic instruction. → 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 survey analysis of elementary teachers (1997 and 1999 Consortium surveys) using hierarchical linear models. The same section reports that exposure to basic-skills content "is related at statistically significant levels to their use of didactic methods" and that quality shows a statistically significant positive relationship. No effect sizes are printed.

"In contrast, we found no significant relationship between the frequency with which teachers participate in professional development and their use of di- dactic teaching methods (see Figure 3)."

Discussion¶

Related Claims¶

• Professional development needs roughly 50 hours in a specific area, and long-term content-specific support outperforms one-shot sessions — the general claim this finding bears on, with the studies behind it
• Frequency, content, and quality of professional development are each positively related to elementary teachers' use of interactive instruction — related
• Increased participation in professional development was not significantly related to later gains in school orientation toward innovation — related
• Principal leadership, school orientation toward innovation, and teacher professional community promote professional development quality, with mutual reinforcement — related