Teachers who need the strongest support receive less high-quality professional development: high school, beginning elementary, and large-school teachers¶
Claim · All claims
Evidence · 1 study · associationalr3·q2
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2006: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Some teachers who need the strongest support from high-quality professional development get less of it, including high school teachers generally, beginning elementary school teachers, and teachers in large schools. → 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
Descriptive finding from the 1997 and 1999 citywide teacher surveys comparing professional development experiences across teacher and school groups. The report also notes about 20 percent of elementary and 41 percent of high school teachers reported inadequate professional development support for school changes. No effect sizes are printed.
"Moreover, some teachers who need the strongest support from high-quality professional development get less of it. These include high school teachers generally, beginning elementary school teachers, and teachers who work in large schools."
Discussion¶
Learner Variables¶
- Social Supports — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Elementary teachers were more likely than high school teachers to report that standards-related professional development had extensive impact on their teaching practices — related
- Frequency, content, and quality of professional development are each positively related to elementary teachers' use of interactive instruction — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
underserved-teachers-less-quality-pd |
title |
Teachers who need the strongest support receive less high-quality professional development: high school, beginning elementary, and large-school teachers |
description |
Teachers who need the strongest support receive less high-quality professional development: high school, beginning elementary, and large-school teachers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2001 |
recheck_by |
2006 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mark-a-smylie-2001 |
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