How Does Professional Development Improve Teaching?

By M. Kennedy. 2016

1,259 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b690922a2cf2f2627fd49a47daa3e681e6d9c53f

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In Education

Citations in the corpus

Teacher autonomy: how does it relate to job satisfaction and retention? (2020, background): “…o w jo b s at is fa ct io n Autonomy Source: NFER analysis of Understanding Society data Autonomy is associated with workload manageability, but not with working hours Workload is consistently the most-cited reason ex-teachers give for why they left the profession (Lynch et al., 2016; DfE, 2017).”
Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. NCEE 2016-4010. (2016, background): “For other recent syntheses of impact studies of PD in math, as well as in other subjects, see Blank and de las Alas (2009), Desimone and Stuckey (2014), Kennedy (2016), and Scher and O’Reilly (2009).”
Developing teachers’ self-efficacy and adaptive teaching behavior through Lesson Study (2018, background): “Although there is widespread consensus about the importance of teacher PD, the actual form of PD activities varies tremendously (Kennedy, 2016) and evaluation of these programmes may serve different purposes (Merchie, Tuytens, Devos, & Vanderlinde, 2016).”
Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects (2019, background): “The many factors that influence teachers can create “noise,” such that messages may conflict with one another and result in teachers being unable to determine which practices are most important (Kennedy, 2016).”
The challenge of keeping teacher professional development relevant (2020, background): “The literature describes competing goals for PD that impact PD design (Kennedy 2014, 2016, Villegas-Reimers 2003).”
The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence (2018, background): “The ultimate goal of teacher PD is to provide teachers with the tools to support student learning and development broadly defined, but often operationalized narrowly as performance on standardized achievement tests (Desimone, 2009; Devine et al., 2013; Kennedy, 2016; Schachter, 2015).”
Identifying the characteristics of effective teacher professional development: a critical review (2020, background): “Kennedy (2016) then built on Guskey’s criticisms by showing that excluding less rigorous studies from reviews leads to conclusions that diverge from the consensus view.”
Advancing towards a Transformational Professional Competence Model through Reflective Learning and Sustainability: The Case of Mathematics Teacher Education (2019, background): “This may mean that, through education for sustainability approaches and reflective learning, some of the students were able to leave behind a unidirectional vision of the teaching–learning process, in which the teacher transmits knowledge and the student receives it passively [31,69,70].”
Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform (2018, background): “Other influences on PD effectiveness might include teachers' attitudes and beliefs with respect to PD, teachers' micro-level interactions during their PD engagement, and contextual school-level factors (Desimone & Garet, 2015; Fore, Feldhaus, Sorge, Agarwal, & Varahramyan, 2015; Kennedy, 2016).”
"Together we are better": Professional learning networks for teachers (2016, background): “Participants’ motivations have been identified as an important moderating factor on the outcomes of professional learning experiences (Kennedy, 2016; Kyndt et al, 2016).”
Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds (2017, background): “Recruiting volunteers ensured matched learning motivation profiles for the two groups of participants, a common oversight in comparative PD studies (Kennedy, 2016).”