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ERIC Number: EJ1048281
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 55
ISSN: ISSN-0022-4871
Distinguishing Models of Professional Development: The Case of an Adaptive Model's Impact on Teachers' Knowledge, Instruction, and Student Achievement
Koellner, Karen; Jacobs, Jennifer
Journal of Teacher Education, v66 n1 p51-67 Jan-Feb 2015
We posit that professional development (PD) models fall on a continuum from highly adaptive to highly specified, and that these constructs provide a productive way to characterize and distinguish among models. The study reported here examines the impact of an adaptive mathematics PD model on teachers' knowledge and instructional practices as well as on students' achievement over time. Results indicate at least modest impacts in each of these areas. Our findings demonstrate that adaptive models of PD can be subjected to investigations of impact based on quantitative research methodologies; moreover, we argue that utilizing a wider variety of methodologies to study adaptive models is increasingly needed as these models gain in popularity and usage.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Identifiers - Location: Colorado
Grant or Contract Numbers: DRL 0732212