What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation

By William R. Penuel, Barry J. Fishman, Ryoko Yamaguchi, Lawrence P. Gallagher. 2007

1,427 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/deacb665fe7c53b02739a10909a07919fa7ea049

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Citations in the corpus

Preparing Teachers to Design Instruction for Deep Understanding in Middle School Earth Science (2009, background): “These decisions in turn are what shape curricular enactment and student opportunities for learning ( Penuel, Fishman, Gallagher, Korbak, & Lopez-Prado, 2009 ; Penuel, Fishman, Yamaguchi, & Gallagher, 2007 ; Rivet, 2006 ).”
Examining How Learner-Centered Professional Development Influences Teachers’ Espoused and Enacted Practices (2011, background): “…that emphasize LCPD components have been empirically linked to both increased enactment of learnercentered instructional practices (Cohen, 2005; Penuel et al., 2007; van Es & Sherin, 2008) and increased teacher efficacy about their preparation to enact learner-centered pedagogies (Garet et…”
Impact of a Large-Scale Science Intervention Focused on English Language Learners (2016, background): “, 2014) and key features of effective professional development (Desimone, 2009; Garet et al., 2001; Penuel et al., 2007).”
Accessing Capital Resources: Investigating the Effects of Teacher Human and Social Capital on Student Achievement (2014, background): “…professional learning provides support and training closest to where the instruction will be taking place (local school/classroom) and as such values and builds on existing local knowledge in improving instruction (Gallimore, Ermeling, Saunders & Goldenberg, 2009; Hatch, 2009; Penuel et al., 2007).”
Formal and Informal Mentoring (2014, background): “…teacher observing a mentor, a novice teacher participating with a mentor in a math activity, a mentor and mentee co-planning a lesson, and a mentor and mentee analyzing student work together (e.g., Jeanpierre, Oberhauser, & Freeman, 2005; C. Johnson, Kahle, & Fargo, 2007; Penuel et al., 2007).”
Job-Embedded Professional Development: What It Is, Who Is Responsible, and How to Get It Done Well. Issue Brief. (2010, background): “(See Penuel et al., 2007, for an example of an empirical study on teacher professional development.)”
Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards (2015, background): “Prior research suggests that teachers’ perceptions of incoherence among their own goals for student learning, district goals, and goals presented in PD may, in part, explain why the impacts of PD can be limited (Garet et al., 2001; Penuel et al., 2007).”
The influence of video clubs on teachers’ thinking and practice (2010, background): “video-club design is based on key principles of effective professional development (Penuel et al. 2007).”
Teachers’ Reported Use of Instructional and Behavior Management Practices for Students with Behavior Problems: Relationship to Role and Level of Training in ADHD (2011, background): “To be effective, such training should be conducted collaboratively, occur over an extended period of time, and include opportunities for teachers to receive coaching and feedback (Desimone, 2009; Leko and Brownell 2009; Penuel et al. 2007 ).”