Does It Make a Difference? Evaluating Professional Development

By T. Guskey. 2002

725 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/be7ecd464cbe5b5ceb9fd26a27c0f3232d73aafc

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Citations in the corpus

• The Effects of Networked Professional Learning Communities (2019, background): “Desimone et al.’s (2013) framework implies there are subsequent levels of professional learning effects (cf. Guskey, 2002; Kirkpatrick, 1996).”
• Evaluating the impact of teacher professional development: an evidence-based framework (2014, methodology): “As a consequence, the framework for this study sought to deliberately build on previous work, in particular Guskey (2002) and Bubb and Earley’s (2010) ground-breaking work, and add to it.”
• Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009, background): “…2005), with variations that include an emphasis on context (Borko, 2004), changing the order to reflect teacher change in beliefs as a function of improved student achievement (Guskey, 2002), and acknowledgment of multiple pathways and individuality of teacher growth (Clarke & Hollingsworth, 2002).”
• Extending experiential learning in teacher professional development (2016, background): “Observing their own learners engaged in a Bridge21 activity demonstrated to teachers not only how the approach could be used but more importantly they were able to observe the outcomes for their own learners, addressing a key motivator for changing practice (Guskey, 2002).”
• The role of teachers’ orientation to learning in professional development and change: A national study of teachers in England (2011, background): “This stands in contrast to the more popular linear notions of teacher learning where participation in a learning activity leads to change in belief, change in practice and then change in student learning (Desimone, 2009; Guskey, 2002).”
• Curriculum Planning for All Learners: Applying Universal Design for Learning (UDL) to a High School Reading Comprehension Program (2008, methodology): “…and a facilitator is selected, the team formally begins the four-step PAL process that is based on the principles and concepts of UDL (Meyer & Rose, 2000; Rose & Meyer, 2002), proven professional development strategies (Darling- Hammond, 1999; Guskey, 2002), and effective teaching practices.”
• What works in coach learning, how, and for whom? A grounded process of soccer coaches’ professional learning (2017, background): “…has established frameworks that enable more nuanced engagement with key questions around whether and why long-term changes in knowledge and practice occur, and how educators’ existing experiences, knowledge and contextual factors influence their learning (Guskey 2002, Coldwell and Simkins 2011).”
• Mapping the landscape of communities of practice as professional development in Irish physical education (2012, background): “Participants’ views of success recognized multiple aspects of teacher capacity building; leading to the acquisition of new knowledge, conversations with other teachers, empowerment, and what Guskey (2002) refers to as the highest level of evidence regarding the success of PD programs, student learni”