A longitudinal study of teacher change: what makes professional development effective?

By B. Boyle, D. While, T. Boyle. 2004

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The Components of Effective Professional Development Activities in terms of Teachers' Perspective (2014, background): “Therefore, they offer little or no impact on the skills of teachers (Boyle et al., 2004).”
Investing in Administrator Efficacy: An Examination of Professional Development as a Tool for Enhancing Principal Effectiveness (2010, background): “While a relatively large amount of literature has been devoted to understanding the importance of teacher professional development (e.g., Boyle et al. 2004; Darling-Hammond 1995, 1999; Garet et al. 2001; Little 1993; Supovitz and Turner 2000), few studies have analyzed the importance of…”
A Longitudinal Study of Teacher Change: What makes professional development effective? Report of the second year of the study (2005, methodology): “The sampling strategy and data collection instrument design issues were outlined in the baseline year report (Boyle et al., 2003).”
The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability (2014, background): “One-off workshops can, however, foster teachers’ awareness or interest in deepening their knowledge or skills (Boyle, While, and Boyle 2004).”