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ERIC Number: EJ878971
Record Type: Journal
Publication Date: 2010-Jun
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0272-7757
Does Teacher Professional Development Affect Content and Pedagogical Knowledge: How Much and for How Long?
Goldschmidt, Pete; Phelps, Geoffrey
Economics of Education Review, v29 n3 p432-439 Jun 2010
We examine the impact of teacher professional development on a key aspect of teacher quality--teacher knowledge. Specifically we use English Language Arts teacher content and pedagogy assessments to determine whether the California Professional Development Institutes significantly improve teacher content knowledge and whether teachers retain that knowledge six months after the institutes are completed. The results indicate that teachers vary significantly in pre-institute knowledge on the four assessed domains, that they demonstrate significant knowledge growth between the pre- and post-assessments, but that practical classroom experience hinders knowledge retention as measured six months later. Further, pre-exiting knowledge gaps are not systematically reduced thereby not alleviating the uneven distribution of teacher quality among California elementary schools. (Contains 2 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California