What Makes Professional Development Effective?

By T. Guskey. 2003

926 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/094d4df2f931199f1a4fda850a47e767df26fa92

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In Education

In General Agricultural and Biological Sciences

Citations in the corpus

What Works in Professional Development? (2009, methodology): “The project was sponsored by the Regional Education Laboratory-Southwest (REL SW) and funded by the Institute of Education Sciences of the U.S. Department of Education.”
Impact of professional development on preschool teachers’ conversational responsivity and children's linguistic productivity and complexity (2012, background): “As a PD program, LLLI reflects generally recommended pracices for influencing teachers’ classroom behaviors (Dickinson t al., 2008; Guskey, 2003; Wasik & Bond, 2001; West-Burnham O’Sullivan, 1998).”
A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support (2006, background): “Effective training appears to be linked to a variety of factors (Garet, Porter, Desimone, Birman, & Yoon, 2001; Guskey, 2003).”
Teacher Study Group (2010, methodology): “Advocated PD practices, though sensible and compelling, have rarely been widely field tested and evaluated using rigorous research techniques (Desimone, 2009; Guskey, 2003).”
The Effects of Professional Development Initiatives on EFL Teachers' Degree of Self Efficacy (2011, background): “Guskey (2003) noted that the principal advantage of this PD model is the improvement of specific knowledge and skills of participants due to increased awareness about issues.”
Practice-Based Professional Development for Self-Regulated Strategies Development in Writing (2012, background): “Studies of how teachers adapt SRSD, both successfully and in unsuccessful ways (cf. Garet et al., 2001), as well as larger scaling up studies, are needed.”
Reviewing the evidence on how teacher professional development affects student achievement (2007, neutral): “It should be intensive, sustained, content• focused, coherent, well defined, and strongly implemented (Garet et al., 2001; Guskey, 2003; Loucks-Horsley, Hewson, Love, & Stiles, 1998; Supovitz, 2001; Wilson & Berne, 1999).”
Identifying the characteristics of effective teacher professional development: a critical review (2020, background): “Despite much research in the following years, there was little consensus among researchers (Guskey, 2003a).”
Teachers’ motivation to learn: implications for supporting professional growth (2018, background): “…and andragogy The literature defines five critical features of effective PD: content focused; teachers’ active participation; coherence and relevance of the learning activities; sustainability; and collective learning of teachers as communities (Guskey 2000, 2003, Yates 2007, Desimone 2009, 2011).”
Experimenting With Teacher Professional Development: Motives and Methods (2008, background): “Despite the lack of solid evidence, drawing on various bodies of theory and correlational and case study evidence, a consensus has been built on promising “best practices” (Garet et al., 2001; Guskey, 2003; Hawley & Valli, 1998; Kennedy, 1998; Little, 1993; Loucks-Horsley, Hewson, Love, & Stiles, 19”
Closing the Knowledge Gap on Effective Professional Development. (2009, background): “A quick review of the professional development literature yields more than a dozen lists of those characteristics, each one claiming to identify factors crucial to successful professional development (Guskey 2003a, 2003b).”