Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

By Laura Desimone. 2009

4,455 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/42f136ad2d6650cc522337411e5de1b3710faec0

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Citations in the corpus

Investigating Rural Teachers' Professional Development, Instructional Knowledge, and Classroom Practice. (2016, background): “The interaction of such PD characteristics and their relationship to teacher practice has been demonstrated in a formal causal model (Desimone, 2009; Desimone & Stuckey, 2014; Porter et al., 2003).”
Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools (2016, background): “Based on Desimone (2009), one may argue that the Effects of Data-Based Decision Making introduction of DBDM will lead to increased teacher quality, which will lead to improved teaching, and that this will finally lead to better student results.”
Teacher Professional Development around the World: The Gap between Evidence and Practice (2018, background): “Third, on the duration of instruction, there is no theoretical consensus on exactly how long training should last, although there is suggestive empirical evidence in the literature in favor of sustained contact over a significant period of time and against brief, one-time workshops (Desimone 2009).”
Guidelines for Selecting Professional Development for Early Childhood Teachers (2019, background): “Further work has found that twenty hours or more of PD can be effective when the training dosage is spread across a semester or more, allowing teachers time to really practice strategies learned in training in their own classrooms (Desimone 2009).”
Metasynthesis of In-Service Professional Development Research: Features Associated with Positive Educator and Student Outcomes. (2015, methodology): “The core features were developed based on characteristics described by a number of professional development specialists as essential for in-service professional development to be effective (Bransford et al., 2000; Darling-Hammond et al., 2009; Desimone, 2009; Guskey, 2002).”
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.”
Practice-Based Professional Development for Self-Regulated Strategies Development in Writing (2012, methodology): “…effective professional development and the practice-based approach to professional development (D. L. Ball & Cohen, 1999; L. B. Ball, Thames, & Phelps, 2008; Desimone, 2009; Garet, Porter, Desimone, Birman, & Yoon, 2001; Grossman & McDonald, 2008; Sarama, Clements, Starkey, Klein, & Wakely, 2008).”
Effects of a Teacher Professional Development Program on the Mathematics Achievement of Middle School Students. (2012, background): “The theory involves a chain between the PD, teachers, and students: teachers participate in PD, they use in their classrooms what they have learned in the PD, and these changes in their classrooms affect student achievement (Desimone, 2009).”
Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects (2019, background): “, 2007), 20 h (Desimone, 2009), 30 h (Guskey & Yoon, 2009), and 49h (Darling-Hammond et al.”
Teachers’ professional development: a theoretical review (2012, background): “Theme 1: Five characteristics of teachers’ learning In a theoretical study, Desimone (2009), identified five characteristics of teachers’ learning that should be prominent if the knowledge and skills of teachers are to be strengthened and their practice improved.”
How Does Professional Development Improve Teaching? (2016, background): “Probably the most widely referenced requirement for PD is that it should focus on content knowledge (Blank et al., 2008; Desimone, 2009; Yoon et al., 2007).”
A Common Measurement System for K-12 STEM education: Adopting an educational evaluation methodology that elevates theoretical foundations and systems thinking (2014, background): “Desimone (2009) contends that specifying a core set of PD outcomes and associated measures will facilitate knowledge gained across the PD field by ‘‘.”