This Article Full Text Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in ISI Web of Science Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Penuel, W. R. Articles by Gallagher, L. P. Search for Related Content Social Bookmarking                   What's this?

What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation

SRI International

Barry J. Fishman

University of Michigan

Ryoko Yamaguchi

Abt Associates

Lawrence P. Gallagher

SRI International

This study uses a sample of 454 teachers engaged in an inquiry science program to examine the effects of different characteristics of professional development on teachers’ knowledge and their ability to implement the program. The authors analyzed results from a survey of teachers served by 28 professional development providers within a hierarchical linear modeling framework. Consistent with findings from earlier studies of effective professional development, this study points to the significance of teachers’ perceptions about how coherent their professional development experiences were for teacher learning and program implementation. The authors also found that the incorporation of time for teachers to plan for implementation and provision of technical support were significant for promoting program implementation in the program.

Key Words: curriculum implementation • professional development • science education

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?