Identifying the characteristics of effective teacher professional development: a critical review

References

• Adey, P. (1999). The science of thinking, and science for thinking: A description of Cognitive Acceleration through Science Education (CASE). International Bureau of Education.
   Google Scholar
• Albornoz, F., Anauati, M. V., Furman, M., Luzuriaga, M., Podestá, M. E., & Tayor, I. (2017). Training to teach science: Experimental evidence from Argentina (CREDIT Research Paper No. 17/08). https://www.nottingham.ac.uk/credit/documents/papers/2017/17-08.pdf
   Google Scholar
• Allen, J. P., Hafen, C. A., Gregory, A. C., Mikami, A. Y., & Pianta, R. (2015). Enhancing secondary school instruction and student achievement: Replication and extension of the My Teaching Partner-Secondary intervention. Journal of Research on Educational Effectiveness, 8(4), 475–489. https://doi.org/10.1080/19345747.2015.1017680
   PubMed Web of Science ®Google Scholar
• Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y., & Lun, J. (2011, August 19). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333(6045) 1034–1037. https://doi.org/10.1126/science.1207998
   PubMed Web of Science ®Google Scholar
• Anderson, V. (1992). A teacher development project in transactional strategy instruction for teachers of severely reading-disabled adolescents. Teaching and Teacher Education, 8(4), 391–403. https://doi.org/10.1016/0742-051X(92)90064-A
   Web of Science ®Google Scholar
• Basma, B., & Savage, R. (2017). Teacher professional development and student literacy growth: A systematic review and meta-analysis. Educational Psychology Review, 30(2), 457–481. https://doi.org/10.1007/s10648-017-9416-4
   Web of Science ®Google Scholar
• Bishop, R., Berryman, M., Powell, A., & Teddy, L. (2005). Te Kotahitanga: Improving the educational achievement of Maori students in mainstream education. Ministry of Education.
   Google Scholar
• Blank, R. K., & de las Alas, N. (2009). Effects of teacher professional development on gains in student achievement: How meta analysis provides scientific evidence useful to education leaders. The Council of Chief State School Officers.
   Google Scholar
• Bradford Hill, A. (1965). The environment and disease: Association or causation? Proceedings of the Royal Society of Medicine, 58(5), 295–300. doi: 10.1177/003591576505800503
   PubMedGoogle Scholar
• Caena, F. (2011). Literature review: teachers’ core competences: requirements and development. European Commission. https://ec.europa.eu/assets/eac/education/experts-groups/2011-2013/teacher/teacher-competences_en.pdf
   Google Scholar
• Caird, J., Sutcliffe, K., Kwan, I., Dickson, K., & Thomas, J. (2015). Mediating policy-relevant evidence at speed: Are systematic reviews of systematic reviews a useful approach? Evidence & Policy: A Journal of Research, Debate and Practice, 11(1), 81–97. https://doi.org/10.1332/174426514X13988609036850
   Google Scholar
• Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers I: Evaluating bias in teacher value-added estimates. American Economic Review, 104(9), 2593–2632. doi: 10.1257/aer.104.9.2593
   Web of Science ®Google Scholar
• Clarke, B., Gillies, D., Illari, P., Russo, F., & Williamson, J. (2014). Mechanisms and the evidence hierarchy. Topoi, 33(2), 339–360. https://doi.org/10.1007/s11245-013-9220-9
   Google Scholar
• Cohen, J., Wong, V., Krishnamachari, A., & Berlin, R. (2020). Teacher coaching in a simulated environment. Educational Evaluation and Policy Analysis, 42(2), 208–231. https://doi.org/10.3102/0162373720906217
   Web of Science ®Google Scholar
• Combs, E., & Silverman, S. (2016). Bridging the gap: Paving the pathway from current practice to exemplary professional learning. Frontline Research & Learning Institute. https://www.frontlineeducation.com/uploads/2018/01/ESSA_Bridging_the_Gap.pdf
   Google Scholar
• Confrey, J., Castro-Filho, J., & Wilhelm, J. (2000). Implementation research as a means of linking systemic reform and applied psychology in mathematics education. Educational Psychologist, 35(3), 179–191. https://doi.org/10.1207/S15326985EP3503_4
   Web of Science ®Google Scholar
• Conn, V. S., Isaramalai, S., Rath, S., Jantarakupt, P., Wadhawan, R., & Dash, Y. (2003). Beyond MEDLINE for literature searches. Journal of Nursing Scholarship, 35(2), 177–182. https://doi.org/10.1111/j.1547-5069.2003.00177.x
   PubMed Web of Science ®Google Scholar
• Cooper, H. (2010). Research synthesis and meta-analysis: A step-by-step approach (4th ed.). SAGE.
   Google Scholar
• Copur-Gencturk, Y., & Papakonstantinou, A. (2016). Sustainable changes in teacher practices: A longitudinal analysis of the classroom practices of high school mathematics teachers. Journal of Mathematics Teacher Education, 19(6), 575–594. https://doi.org/10.1007/s10857-015-9310-2
   Web of Science ®Google Scholar
• Corcoran, T. C. (1995). Transforming professional development for teachers: A guide for state policymakers. National Governors’ Association.
   Google Scholar
• Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., Saunders, L., & Coe, R. (2015). Developing great teaching: Lessons from the international reviews into effective professional development. Teacher Development Trust. https://tdtrust.org/wp-content/uploads/2015/10/DGT-Full-report.pdf
   Google Scholar
• Darling-Hammond, L., Hyler, M. E., & Gardner, M. (with Espinoza, D.). (2017). Effective teacher professional development. Learning Policy Institute.
   Google Scholar
• Department for Education. (2016). Standard for teachers’ professional development: Implementation guidance for school leaders, teachers, and organisations that offer professional development for teachers. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/537031/160712_-_PD_Expert_Group_Guidance.pdf
   Google Scholar
• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
   Web of Science ®Google Scholar
• D’Oria, T. (2004). How I improved my teaching practice in Grade 9 boys’ physical education to increase students’ participation and enjoyment [Unpublished master’s thesis]. Nipissing University, Canada.
   Google Scholar
• Dunst, C. J., Bruder, M. B., & Hamby, D. W. (2015). Metasynthesis of in-service professional development research: Features associated with positive educator and student outcomes. Educational Research and Reviews, 10(12), 1731–1744. https://doi.org/10.5897/ERR2015.2306
   Google Scholar
• Garet, M. S., Heppen, J. B., Walters, K., Parkinson, J., Smith, T. M., Song, M., Garrett, R., Yang, R., & Borman, G. D. (2016). Focusing on mathematical knowledge: The impact of content-intensive teacher professional development (NCEE 2016-4010). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/pubs/20164010/pdf/20164010.pdf
   Google Scholar
• Garet, M. S., Wayne, A. J., Stancavage, F., Taylor, J., Eaton, M., Walters, K., Song, M., Brown, S., Hurlburt, S., Zhu, P., Sepanik, S., & Doolittle, F. (2011). Middle School Mathematics Professional Development Impact Study: Findings after the second year of implementation (NCEE 2011-4024). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/pubs/20114024/pdf/20114024.pdf
   Google Scholar
• Gough, D., Oliver, S., & Thomas, J. (2012). An introduction to systematic reviews. SAGE.
   Google Scholar
• Gough, D., Thomas, J., & Oliver, S. (2012). Clarifying differences between review designs and methods. Systematic Reviews, 1(1), Article 28. https://doi.org/10.1186/2046-4053-1-28
   PubMedGoogle Scholar
• Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x
   PubMed Web of Science ®Google Scholar
• Greenleaf, C. L., Litman, C., Hanson, T. L., Rosen, R., Boscardin, C. K., Herman, J., Schneider, S. A., Madden, S., & Jones, B. (2011). Integrating literacy and science in biology: Teaching and learning impacts of Reading Apprenticeship professional development. American Educational Research Journal, 48(3), 647–717. https://doi.org/10.3102/0002831210384839
   Web of Science ®Google Scholar
• Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3) 381–391. https://doi.org/10.1080/135406002100000512
   Google Scholar
• Guskey, T. R. (2003a). Analyzing lists of the characteristics of effective professional development to promote visionary leadership. NASSP Bulletin, 87(637), 4–20. https://doi.org/10.1177/019263650308763702
   Google Scholar
• Guskey, T. R. (2003b). What makes professional development effective? Phi Delta Kappan, 84(10), 748–750. https://doi.org/10.1177/003172170308401007
   Web of Science ®Google Scholar
• Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466–479. https://doi.org/10.1016/j.econedurev.2010.12.006
   Web of Science ®Google Scholar
• Hill, H. C., Beisiegel, M., & Jacob, R. (2013). Professional development research: Consensus, crossroads, and challenges. Educational Researcher, 42(9), 476–487. https://doi.org/10.3102/0013189X13512674
   Web of Science ®Google Scholar
• Huffman, D., Goldberg, F., & Michelin, M. (2003). Using computers to create constructivist learning environments: Impact on pedagogy and achievement. Journal of Computers in Mathematics and Science Teaching, 22(2), 151–168.
   Google Scholar
• Jacob, R., Hill, H., & Corey, D. (2017). The impact of a professional development program on teachers’ mathematical knowledge for teaching, instruction, and student achievement. Journal of Research on Educational Effectiveness, 10(2), 379–407. https://doi.org/10.1080/19345747.2016.1273411
   Web of Science ®Google Scholar
• Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980. https://doi.org/10.3102/0034654315626800
   Web of Science ®Google Scholar
• Kitmitto, S., González, R., Mezzanote, J., & Chen, Y. (2018). Thinking, Doing, Talking Science: Evaluation report and executive summary. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/TDTS.pdf
   Google Scholar
• Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teaching coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268
   Web of Science ®Google Scholar
• Lally, P., van Jaarsveld, C. H. M., Potts, H. W. W., & Wardle, J. (2009). How are habits formed: Modelling habit formation in the real world. European Journal of Social Psychology, 40(6), 998–1009. https://doi.org/10.1002/ejsp.674
   Web of Science ®Google Scholar
• Lochner, L. (2011). Nonproduction benefits of education: Crime, health, and good citizenship. In E. A. Hanushek, S. Machin, & L. Woessman (Eds.), Handbook of the economics of education (pp. 183–282). North-Holland.
   Google Scholar
• Lynch, K., Hill, H. C., Gonzalez, K. E., & Pollard, C. (2019). Strengthening the research base that informs STEM instructional improvement efforts: A meta-analysis. Educational Evaluation and Policy Analysis, 41(3), 260–293. https://doi.org/10.3102/0162373719849044
   Web of Science ®Google Scholar
• Mackie, J. L. (1974). The cement of the universe: A study of causation. Oxford University Press.
   Google Scholar
• Main, K., & Pendergast, D. (2015). Core features of effective continuing professional development for the middle years: A tool for reflection. RMLE Online, 38(10), 1–18. https://doi.org/10.1080/19404476.2015.11658177
   Google Scholar
• McDonagh, M., Peterson, K., Raina, P., Chang, S., & Shekelle, P. (2013). Avoiding bias in selecting studies. Methods guide for effectiveness and comparative effectiveness reviews [Internet]. https://www.ncbi.nlm.nih.gov/books/NBK47095/
   Google Scholar
• Michie, S., Richardson, M., Johnston, M., Abraham, C., Francis, J., Hardeman, W., Eccles, M. P., Cane, J., & Wood, C. E. (2013). The behavior change technique taxonomy (v1) of 93 hierarchically clustered techniques: Building an international consensus for the reporting of behavior change interventions. Annals of Behavioral Medicine, 46(1), 81–95. https://doi.org/10.1007/s12160-013-9486-6
   PubMed Web of Science ®Google Scholar
• Mill, J. S. (1884). A system of logic, ratiocinative and inductive: Being a connected view of the principles of evidence and the methods of scientific investigation (Vol. 1). Longmans, Green, and Co.
   Google Scholar
• Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Prisma Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), Article e1000097. https://doi.org/10.1371/journal.pmed.1000097
   Web of Science ®Google Scholar
• Moxon, J. (2003). A study of the impact of the Restorative Thinking Programme within the context of a large multi-cultural New Zealand secondary school [Unpublished MA thesis]. University of Aukland, New Zealand.
   Google Scholar
• Nugent, G., Kunz, G., Houston, J., Kalutskaya, I., Wu, C., Pedersen, J., Lee, S., DeChenne, S. E., Luo, L., & Berry, B. (2016). The effectiveness of technology-delivered science instructional coaching in middle and high school. National Center for Research on Rural Education, Institute of Educational Sciences, U.S. Department of Education.
   Google Scholar
• Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. https://doi.org/10.3102/0034654311413609
   Web of Science ®Google Scholar
• Penuel, W. R., Gallagher, L. P., & Moorthy, S. (2011). Preparing teachers to design sequences of instruction in earth science: A comparison of three professional development programs. American Educational Research Journal, 48(4), 996–1025. https://doi.org/10.3102/0002831211410864
   Web of Science ®Google Scholar
• Rosenbaum, P. R. (2017). Observation and experiment: An introduction to causal inference. Harvard University Press.
   Google Scholar
• Ross, J. A. (1994). The impact of an inservice to promote cooperative learning on the stability of teacher efficacy. Teaching and Teacher Education, 10(4), 381–394. https://doi.org/10.1016/0742-051X(94)90020-5
   Web of Science ®Google Scholar
• Ross, J. A., Roleiser, C., & Hogaboam-Gray, A. (1999). Effects of collaborative action research on the knowledge of five Canadian teacher-researchers. The Elementary School Journal, 99(3), 255–274. https://doi.org/10.1086/461926
   Web of Science ®Google Scholar
• Russo, F., & Williamson, J. (2007). Interpreting causality in the health sciences. International Studies in the Philosophy of Science, 21(2), 157–170. https://doi.org/10.1080/02698590701498084
   Google Scholar
• Rutkowski, S., Rutkowski, L., Bélanger, J., Knoll, S., Weatherby, K., & Prusinski, E. (2013). Teaching and Learning International Survey TALIS 2013: Conceptual framework. OECD Publishing.
   Google Scholar
• Schober, H. M. (1984). The effects of inservice training on participating teachers and students in their economics classes. The Journal of Economic Education, 15(4), 282–295. https://doi.org/10.1080/00220485.1984.10845087
   Web of Science ®Google Scholar
• Seger, C. A., & Spiering, B. J. (2011). A critical review of habit learning and the basal ganglia. Frontiers in Systems Neuroscience, 5, Article 66. https://doi.org/10.3389/fnsys.2011.00066
   PubMedGoogle Scholar
• Sellen, P. (2016). Teacher workload and professional development in England’s secondary schools: Insights from TALIS. Education Policy Institute.
   Google Scholar
• Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin.
   Google Scholar
• Sims, S., Hobbiss, M., & Allen, B. (in press). Habit formation limits growth in teacher effectiveness: A review of converging evidence from neuroscience and social science. Review of Education.
   Google Scholar
• Sztjan, P., Campbell, M. P., & Yoon, K. S. (2011). Conceptualizing professional development in mathematics: Elements of a model. PNA, 5(3), 83–92.
   Google Scholar
• Tasker, G. (2001). Students’ experience in an HIV/AIDS-sexuality education programme: What they learnt and the implications for teaching and learning in health education [Unpublished doctoral thesis]. Victoria University of Wellington, New Zealand.
   Google Scholar
• Thomas, J., Newman, M., & Oliver, S. (2013). Rapid evidence assessments of research to inform social policy: Taking stock and moving forward. Evidence & Policy: A Journal of Research, Debate and Practice, 9(1), 5–27. https://doi.org/10.1332/174426413X662572
   Google Scholar
• Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration (BES). New Zealand Ministry of Education.
   Google Scholar
• van Driel, J. H., Meirink, J. A., van Veen, K., & Zwart, R. C. (2012). Current trends and missing links in studies on teacher professional development in science education: A review of design features and quality of research. Studies in Science Education, 48(2), 129–160. https://doi.org/10.1080/03057267.2012.738020
   Web of Science ®Google Scholar
• Vontz, T. S., Metcalf, K. K., & Patrick, J. J. (2000). “Project Citizen” and the civic development of adolescent students in Indiana, Latvia, and Lithuania. ERIC Clearinghouse for Social Studies/Social Science Education. https://files.eric.ed.gov/fulltext/ED447047.pdf
   Google Scholar
• Walter, C., & Briggs, J. (2012). What professional development makes the most difference to teachers. Oxford University Press. https://clie.org.uk/wp-content/uploads/2011/10/Walter_Briggs_2012.pdf
   Google Scholar
• Webb, T. L., & Sheeran, P. (2006). Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence. Psychological Bulletin, 132(2), 249–268. https://doi.org/10.1037/0033-2909.132.2.249.
   PubMed Web of Science ®Google Scholar
• Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. National Staff Development Council.
   Google Scholar
• Whitlock, E. P., Lin, J. S., Chou, R., Shekelle, P., & Robinson, K. A. (2008). Using existing systematic reviews in complex systematic reviews. Annals of Internal Medicine, 148(10), 776–782. https://doi.org/10.7326/0003-4819-148-10-200805200-00010
   PubMed Web of Science ®Google Scholar
• Wood, W., & Neal, D. T. (2007). A new look at habits and the habit-goal interface. Psychological Review, 114(4), 843–863. https://doi.org/10.1037/0033-295X.114.4.843.
   PubMed Web of Science ®Google Scholar
• Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). Institute of Education Sciences. https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2007033.pdf
   Google Scholar