Reviewing the evidence on how teacher professional development affects student achievement

By K. Yoon, T. Duncan, Silvia Wen‐Yu Lee, B. Scarloss, Kathy L. Shapley. 2007

1,745 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e9d69226905056c4bd986d63c20a051154333daa

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Citations in the corpus

Teacher Study Group (2010, background): “Gersten et al. Contemporary theories of teacher change (e.g., Dole, 2003; Kennedy, 1998; Yoon et al., 2007) suggest that PD interventions such as TSG should first have a positive impact on proximal outcomes such as teaching practice and teacher knowledge if student achievement is to improve in the…”
Impact of Online Professional Development or Teacher Quality and Student Achievement in Fifth Grade Mathematics (2012, background): “According to Yoon et al. (2007), professional development is most effective if it is characterized by coherence, active learning, sufficient duration, collective participation, a focus on content knowledge, and a reform rather than traditional approach.”
Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning (2017, background): “…stipend designed to compensate for data collection) yet had a significant impact on both educators’ and students’ mathematical knowledge, outcomes that have been notoriously elusive in much professional learning research (Gersten, Taylor, Keys, Rolfhus, & Newman-Gonchar, 2014; Yoon et al., 2007).”
What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework (2017, background): “In a comprehensive review, Yoon et al. (2007) identified only nine studies (out of the 1300 reviewed) that set out to explore or measure impact on pupil learning and that met the What Works Clearinghouse evidence standards.”
Instructional Coaching as High-Quality Professional Development (2017, background): “Correlational evidence suggests that 20 hr or more is usually required (Garet et al., 2001); and, in the experiments reviewed by Yoon et al. (2007), students performed significantly better whenever their teachers experienced at least 14 hr of professional development, though the average across the…”
Metasynthesis of In-Service Professional Development Research: Features Associated with Positive Educator and Student Outcomes. (2015, background): “The results from two of the research syntheses are summarizations of findings which contain information about the particular in-service practices that were found to be associated with positive outcomes (Yoon et al., 2007; Zaslow et al., 2010).”
Using Coaching to Improve the Fidelity of Evidence-Based Practices: A Review of Studies (2010, background): “, 2009) and even more rarely a typical activity after in-service training (Desimone et al., 2002; Yoon et al., 2007).”
Teachers’ professional development: a theoretical review (2012, background): “They refer to findings in an article by Yoon et al. (2007), which indicates that the time allocation should be from 30 to 100 hours over a period of 6– 12 months.”
Incentives, Selection, and Teacher Performance: Evidence from IMPACT. (2015, unknown): “Districts and schools allocate substantial resources to teacher professional development (e.g., in-service training) despite the fact that there is surprisingly little rigorous evidence on the efficacy of these efforts (e.g., Yoon et al., 2007).”
Shaping Professional Development to Promote the Diffusion of Instructional Expertise Among Teachers (2013, background): “Some other studies advocated more than 40 hours of professional development spread over a school year (Yoon et al., 2007).”