Professional development participation is mainly a matter of individual teacher initiative, with the teachers most in need of development least likely to pursue it¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 1991 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 1996: baselines and conditions change

Subclaims¶

q2 i? Younger faculty, teachers with higher professional education, greater governance involvement, higher efficacy, and higher reported competence are more likely to pursue professional development. → Easton 1991 q2 i? School characteristics are not very important for professional development; reported differences by school characteristics are small. → Easton 1991 (2)

Evidence¶

Easton 1991¶

Easton, J. Q., Bryk, A. S., Driscoll, M., Kotsakis, J. G., Sebring, P. A., & van der Raeg, A. J. (1991). Charting Reform: The Teachers' Turn — Report No. 1 on a Survey of CPS Elementary School Teachers. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/charting-reform-teachers-turn

q2 · i? · associational · r2

Hierarchical linear model analysis of a professional development composite index combining workshop participation items with time spent on professional reading; only strong, robust results across analytic models are reported.

"Younger faculty, teachers with higher levels of professional education and those more involved in school governance efforts are more Iikely to be pursuing professional development. This is also true for more ef- ficacious teachers and those who report higher Ievels of competence."

Easton 1991 (2)¶

Easton, J. Q., Bryk, A. S., Driscoll, M., Kotsakis, J. G., Sebring, P. A., & van der Raeg, A. J. (1991). Charting Reform: The Teachers' Turn — Report No. 1 on a Survey of CPS Elementary School Teachers. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/charting-reform-teachers-turn

q2 · i? · associational · r2

The same hierarchical model analysis found school-level characteristics contributed little to explaining professional development participation.

"In general, school characteristics do not appear very important. Sorne- what higher levels of professional developmeilt are reported in schools where the average age of teachers is lower, where pre-reform achieve- ment is hlgher and the percentage of low-income students is greater. These differences, however, are small."

Discussion¶

Related Claims¶

• School characteristics were associated with participation: district-run schools, higher proportions of eligible students, and strong family engagement — related
• Carnegie Learning attributes positive practitioner feedback to connecting research to participants' needs, lowering effort barriers, and compensating participation — related
• Individuals involved in technology exposure and exploration programs are more likely to pursue or enroll in technology-related education and training — related
• Technology implementation in higher education depends on individual initiative rather than institutional systems, with governance structures rarely including those responsible for implementation — related
• Educators report needing training, resources, and institutional support to introduce educational change — related
• Resource mismatch, missing incentives, and discontinuous post-training support constrain the sustainability of training transfer — related