What Works in Professional Development?

By T. Guskey, K. Yoon. 2009

968 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/da6d286a9c20d2782990181fc9fe667f292c1b1e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Information Systems and Management

Citations in the corpus

Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, neutral): “What seems most salient in studies of effective teacher education and professional development programs is a focus on teachers’ skill and knowledge development (Guskey 2002; Guskey and Yoon 2009).”
Effects of Tiered Training on General Educators' Use of Specific Praise (2012, background): “Creating professional development systems that effectively support and sustain teachers’ use of identified effective practices can be difficult (Guskey & Yoon, 2009).”
Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions (2018, background): “Thus, effective professional development on CRP should aim to improve motivation and self-efficacy to implement CRP in the classroom, and not only focus on knowledge alone (Guskey & Yoon, 2009).”
Choosing Between Online and Face-to-Face Courses: Community College Student Voices (2014, background): “The literature on faculty development suggests that top-down approaches to pedagogical improvement—such as one-time required faculty workshops—are unlikely to strongly impact instructors’ everyday practices (e.g., Edgecombe and Bickerstaff 2012; Guskey and Yoon 2009; Murray 2002; Waskow 2006).”
Promoting middle school students’ proportional reasoning skills through an ongoing professional development programme for teachers (2016, background): “…data were obtained after only one year of a two-year professional development generally occur when the interventions have over 30 contact hours (Guskey & Yoon, 2009) or that a minimum of two years is required before teachers adopt or become competent in using new practices (Martin & Hand,…”
Teachers’ professional growth through engagement with lesson study (2017, background): “…a focus on the development of teachers’ content knowledge and pedagogical skills grounded in practice; support from school leadership; and the involvement of outside experts (Darling-Hammond and Richardson 2009; Guskey and Yoon 2009; Hunter and Back 2011; Joubert and Sutherland 2009; Ricks 2011).”
The impact of short-term professional development on participant outcomes: a review of the literature (2014, background): “This finding contrasts with prior research emphasizing that PD needs to be longer than 30 hours (Guskey and Yoon 2009) and suggests that what happens during PD is as important as or more important than the time allotment.”
A Randomized Controlled Trial of Professional Development for Interdisciplinary Civic Education: Impacts on Humanities Teachers and Their Students (2015, background): “A recent review of 1,345 studies of professional development in math, science, and language arts conducted between 1986 and 2006 identified nine studies meeting the What Works Clearinghouse standards of evidence, all of which focused on elementary schools (Gurskey & Yoon, 2009; Yoon et al., 2007).”
Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects (2019, background): “Other research suggests that the most effective PD is spread over time, but findings range from 20 contact hours (Desimone, 2009), over 30 h (Guskey & Yoon, 2009), to 49 h (Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009).”