ERIC Number: ED491305
Record Type: Non-Journal
Publication Date: 2005
Reference Count: 20
Professional Development Analysis. McREL Insights
Snow-Renner, Ravay; Lauer, Patricia A.
Mid-Continent Research for Education and Learning (McREL)
Standards-based professional development can have a positive effect on classroom practice, particularly in terms of reform-oriented practices. It can also have a positive effect on student achievement. But the research is very mixed. Research/evaluation designs cannot always attribute effects to a specific professional development opportunity, either because there is no comparison group, or because professional development is often part of a multi-pronged systemic improvement strategy. In the summer of 2005, McREL researchers conducted and published a synthesis of the research about the influence of standards on K-12 teaching and student learning. The synthesis focused on three variables closely related to teaching and student learning: standards-based curriculum, standards-based instructional guidelines, and standards-based accountability assessments.
Descriptors: Faculty Development, Academic Achievement, Academic Standards, Teacher Improvement, Inservice Teacher Education, Curriculum Development, Guidelines, Accountability, Educational Quality, Educational Policy, Educational Research, Literature Reviews, Teacher Influence
Mid-Continent Research for Education and Learning (McREL). 4601 DTC Parkway, Suite 500, Denver, CO 80237-2596. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org.
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Mid-Continent Research for Education and Learning, Aurora, CO.