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ERIC Number: EJ854367
Record Type: Journal
Publication Date: 2006
Pages: 3
Abstractor: ERIC
Reference Count: 6
ISSN: ISSN-0195-7597
Excerpted from: Does Professional Development Change Teaching Practice? Results from a Three-Year Study
Journal for Vocational Special Needs Education, v28 n2 p16-18 Win 2006
What are the characteristics of professional development that improve teaching practice? This report addresses this question, using data from the National Evaluation of the Eisenhower Professional Development Program. The Eisenhower program is part of the federal government's efforts to support education reform based on high standards. The success of standards-based reforms depends on teachers' ability to foster both basic knowledge and advanced thinking and problem solving among their students, and such effective practices require teachers to have a deep understanding of the content they teach. Professional development is considered an essential mechanism for deepening teachers' content knowledge and developing their teaching abilities. This report focuses on the effects of professional development on improving classroom teaching practice. Using a purposefully selected sample of teachers in 30 schools, in 10 districts, in 5 states, it examines the quality of teachers' professional development in Eisenhower and other professional development activities and its effects on changing teaching practice in mathematics and science from 1996-1999. This report draws on the survey data from the Longitudinal Study of Teacher Change (LS TC) and augments the results from the earlier work based on the National Profile and Case Studies. Although the National Eisenhower Evaluation as a whole was designed to focus on several research questions addressing the type and quality of Eisenhower activities, who participates in them, how they fit into other reform efforts, and how they are managed and implemented, this report focuses on one particular research question: Do teachers' experiences in Eisenhower-assisted professional development activities, in the context of other professional development activities, contribute to changes in teaching practice? (Contains 3 endnotes.)
Journal for Vocational Special Needs Education. c/o Center for Education and Work, 964 Educational Sciences Builidng, 1025 West Johnson Street, Madison, WI 53706. Tel: 608-263-2724; Fax: 608-262-3050; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A