A Primer on Effective Professional Development

By Laura Desimone. 2011

560 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c7b00ef4ad96ec3ed85914b5f0a64f6a73d36e04

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Citations in the corpus

Extending experiential learning in teacher professional development (2016, background): “importance of professional development which involves active learning and reflection is well established (Clarke & Hollingsworth, 2002; Desimone, 2011), yet the initial introduction of new ideas and practices are still presented to teachers using traditional approaches such as transmission of inform”
What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework (2017, background): “CPD has been conceptualised in a plethora of ways but there is some consensus in the literature that it should be a seamless, continuous, career-long process and at least partially embedded in teachers’ daily work activities (Desimone, 2011).”
Relation of Student Achievement to the Quality of Their Teachers and Instructional Quality (2016, background): “Desimone (2011) classified these quality features into a focus on content, active learning, coherence, and a certain minimum length of the professional development course to be sustainable and collaborative activities.”
A Randomized Controlled Trial of Professional Development for Interdisciplinary Civic Education: Impacts on Humanities Teachers and Their Students (2015, background): “Although many of the core features of effective professional development have been identified for civic education (Bickmore, 2005; Hess & Zola, 2013; Vontz & Leming, 2005), math, science, and language arts (Desimone, 2011; Ingvarson, Meiers, & Beavis, 2005; Yoon, Duncan, Lee, Scarloss, & Shapley, 20”
Teacher Professionalism and Professional Development Practices in South Sulawesi, Indonesia (2014, background): “The different participants experience encouraged them to act in the role of mentor or coach, model in practice; help to provide of various resource materials; and facilitate the availability of research into effective teaching and learning (Desimone, 2011).”
A Case Study of a Highly Effective, Inclusive Elementary School (2014, background): “Our observations and interviews revealed that teachers were immersed in high-quality professional development opportunities (Desimone, 2011; McLeskey, 2011) that translated into improved classroom practices.”
Professional development through lesson study: teaching the derivative using GeoGebra (2015, result): “Lesson study is consistent with the main effective and successful professional development characteristics recently formulated by Desimone (2009, 2011), aimed at subject matter and student’s learning strategies; active teacher participation and learning; and collaboration *Corresponding author.”
The Instructional Challenge in Improving Teaching Quality: Lessons from a Classroom Observation Protocol (2014, background): “Though there is disagreement about what professional development must contain, effective professional development is generally viewed as content specific, intensive, and coherent, and it requires active learning and collective participation (Desimone, 2011).”