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American Educational Research Journal, Vol. 38, No. 4,
915-945 (2001)
DOI: 10.3102/00028312038004915
© 2001 American Educational Research Association
What Makes Professional Development Effective? Results From a National Sample of Teachers
Michael S. Garet
American Institutes for Research
Andrew C Porter
University of Wisconsin, Madison
Laura Desimone
Vanderbilt University
Beatrice F Birman
American Institutes for Research
Kwang Suk Yoon
American Institutes for Research
This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity.

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