What Makes Professional Development Effective? Results From a National Sample of Teachers

By M. Garet, Andrew C. Porter, Laura Desimone, B. Birman, Kwang-Suk Yoon. 2001

817 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/1e3fa493a9c466fbe9f47a0bf1bc1508fc3f1841

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Citations in the corpus

Teacher Professional Development to Improve the Science and Literacy Achievement of English Language Learners (2003, neutral): “Further professional development efforts will involve helping teachers develop deep understandings of science content and knowledge of content-specific teaching strategies (Garet et al., 2001; Kennedy, 1998).”
Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self‐efficacy (2021, background): “…on effective learning environments and professional development (e.g., Supovitz & Turner, 2000) Desimone, Darling-Hammond, and colleagues (Darling-Hammond et al., 2017; Desimone & Pak, 2017; Desimone, 2009; Garet et al., 2001) have identified seven features of effective professional development.”
Teacher Professional Development, Technology, and Communities of Practice: Are We Putting the Cart Before the Horse? (2003, background): “Studies of school-based professional development, programs developed and implemented by outside providers, and informal teacher networks at both the local (McLaughlin & Mitra, 2001; Smylie et al., 2001) and national levels (Corcoran et al., 1998; Garet et al., 2001 ) have consistently found that pr”
Teacher learning in the context of a continuing professional development programme: A case study (2015, neutral): “It is rather regarded as an element of other features, such as active learning or collaborative learning (Garet et al., 2001; Van Veen et al., 2012).”
Professional Development in Inquiry-Based Science for Elementary Teachers of Diverse Student Groups. (2004, neutral): “Professional-development activities with small numbers of volunteer teachers committed to their professional growth can produce fundamental changes in their knowledge, beliefs, and practices (Kennedy, 1998; Wilson & Berne, 1999); however, teachers’ opportunities for professional development are temp”
The Production of Human Capital in Developed Countries: Evidence from 196 Randomized Field Experiments (2016, neutral): “[110] Garet, Michael, Andrew Porter, Laura Desimone, Beatrice Birman, Kwang Suk Yoon.”
How teachers learn: the roles of formal, informal, and independent learning (2014, neutral): “Similarily, (Garet et al. 2001) compared effects of characteristics of PD on teachers’ learning, and identified three core features that significantly improve teachers’”
Coach Education and Continuing Professional Development: Experience and Learning to Coach (2003, neutral): “Garet et al. (2001) argue that these activities are easier to sustain over time and crucially are likely to result in better connections between experience, new learning, and existing practice.”
Teacher change and ''high-stakes'' assessment: what happens to professional development? $ (2004, neutral): “Second, a new instructional practice must be specific, practical, and relevant (Garet et al., 2001).”