Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy.

By L. Ingvarson, M. Meiers, A. Beavis. 2005

716 citations recorded by the source corpus.

This report examines effects of structural and process features of professional development programs on teachers' knowledge, practice and efficacy. It is based on four recent (2002-2003) studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3,250 teachers who had participated in eighty individual professional development1 activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed based on recent research into the characteristics of effective professional development and tested using blockwise regression analysis. The model included contextual factors (e.g., school support), structural features of programs (e.g. ,length), process features (e.g., emphasis on content; active learning; examination of student work; feedback; follow-up), a mediating variable (level of professional community generated), and four outcome measures (knowledge; practice; student learning and efficacy). Consistent significant direct effects were found across the four studies for the impact of content focus, active learning, and follow-up on knowledge and professional community. Feedback was rarely incorporated into program design. Impact on efficacy was strongly related to the perceived impact of activities on teachers' practice and student learning outcomes.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/aedb79d7123c41e119627b3eee68f40cfbc44166

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Citations in the corpus

Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic (2021, background): “Moreover, most teachers, who have never had online teaching experience or received relevant training, are unlikely to deliver effective online learning (Chiu, 2017; Chiu & Churchill, 2016a; Ingvarson et al., 2005).”
A Randomized Controlled Trial of Professional Development for Interdisciplinary Civic Education: Impacts on Humanities Teachers and Their Students (2015, neutral): “2009; Desimone, 2009; Ingvarson et al., 2005; Sykes, 1996; Wei, DarlingHammond, & Adamson, 2010; Yoon et al., 2007).”
Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes: A Meta-Analysis (2018, neutral): “…learner and provider of PD, including their organizational context (see also Blank & de las Alas, 2009; Elmore, 2002; Garet, Porter, Desimone, Birman, & Yoon, 2001; Ingvarson, Meiers, & Beavis, 2005; Yoon, Duncan, Lee, Scarloss, & Shapley, 2007; Zaslow, Tout, Halle, Whittaker, & Lavelle, 2010a).”
Professional communities and student achievement – a meta-analysis (2011, background): “…example, Bolam et al., (2005); Bryk and Driscoll (1998); Christman (2001); D’Amico, Harwell, Stein, and van den Heuvel (2001); Goddard et al. (2007); Ingvarson, Meiers, and Beavis (2005); Kuhlemeier and van den Bergh (2000); Lam (2005); Langer, (2000); Lee and Smith (1996); Louis and Marks (1998);…”
The impact of short-term professional development on participant outcomes: a review of the literature (2014, background): “Iqbal and Khan (2011) conducted a review of the literature on training needs assessments that they view as critical to a training program and an important factor in trainees’ motivation to learn. A study by Orpen (1999) found a link between participants’ perceptions of training quality and the exten”
The challenge of keeping teacher professional development relevant (2020, background): “Studies and reviews of research on PD in the United States (Garet et al. 2001, Darling-Hammond et al. 2009), Australia (Ingvarson et al. 2005) and Europe (Villegas-Reimers 2003, Avalos 2011), have identified certain elements that are important for designing effective PD.”
Critical features of effective coaching for early childhood educators: a review of empirical research literature (2019, background): “Structural features refer to the dose and format of the coaching (Ingvarson et al. 2005, Powell and Diamond 2013).”