NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1030813
Record Type: Journal
Publication Date: 2014-Feb
Pages: 3
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0276-928X
Lesson's from Research
Killion, Joellen
Journal of Staff Development, v35 n1 p65-66, 68 Feb 2014
The study reviewed in this article provides empirical evidence that effective professional development has a positive and significant impact on instructional practices, not only for those who directly experience professional development, but also for colleagues who receive help and support from those who have participated directly and thus gained expertise. It examined the knowledge, flow, and spillover effects of teachers' professional development on their peers' instructional practices in writing across multiple disciplines. The current study used data from three school years, 2007-10, which were part of a larger longitudinal evaluation study of the National Writing Project's school partnership. The benefits of teacher collaboration within and across schools are well-known. This study provides empirical evidence about the benefits of teacher interaction as a mechanism to diffuse the effects of professional development (the term used throughout this study) to improve instructional practices.
Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A