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ERIC Number: EJ854368
Record Type: Journal
Publication Date: 2006
Pages: 6
Abstractor: ERIC
Reference Count: 12
ISSN: ISSN-0195-7597
Section I: The Study of Professional Development and Teacher Change--Building on National, Cross-Sectional Finding with Longitudinal Data
Journal for Vocational Special Needs Education, v28 n2 p19-24 Win 2006
Over the past decade, a large body of literature has emerged on professional development, teacher learning, and teacher change. The research literature contains a mix of large- and small-scale studies, including intensive case studies of classroom teaching, evaluations of programs designed to improve teaching and learning, and surveys of teachers about their preservice preparation and inservice professional development experiences. In addition, there is a considerable amount of literature describing "best practices" in professional development, drawing on expert experiences. Despite the amount of literature, however, relatively little systematic research has been conducted on the effects of professional development on improving teaching or on improving student outcomes. Given the need for new, systematic research on the effectiveness of alternative strategies for professional development, an evaluation of the Eisenhower Professional Development Program was designed in order to examine the relationship between professional development and change in teaching practice in both a cross-sectional, national probability sample of teachers and a smaller, longitudinal sample of teachers. The results from the national sample of teachers are described in detail in the second-year report, "Designing Effective Professional Development: Lessons from the Eisenhower Program" (Garet et al., 1999). This article summarizes these results and explains how they serve as the foundation for the longitudinal study of teachers. (Contains 11 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: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A