Publication Cover
Teacher Development
An international journal of teachers' professional development
Volume 18, 2014 - Issue 3
2,964
Views
22
CrossRef citations to date
0
Altmetric
Articles

Measuring characteristics of teacher professional development

&
Pages 303-333 | Received 03 Oct 2011, Accepted 19 Mar 2013, Published online: 07 Jul 2014

References

  • American Educational Research Association, American Psychological Association, and National Council on Measurement in Education. 1999. Standards for Educational and Psychological Testing. Washington, DC: American Educational Research Association.
  • Baker, D. B. 2009. “Powerful Teaching and Learning Facilitator Guide.” Unpublished document. Bothell, WA.
  • Barber, M., and M. Mourshed. 2007. How the World’s Best-performing School Systems Come Out on Top. London: McKinsey & Company.
  • Barth, R. S. 2007. “Risk.” In The Jossey-Bass Reader on Educational Leadership. 2nd ed., 211–218. San Francisco: John Wiley & Sons.
  • Blank, R. K., N. de las Alas, and C. Smith. 2008. Does Teacher Professional Development Have Effects on Teaching and Learning? Analysis of Evaluation Finding From Programs for Mathematics and Science Teachers in 14 States. Washington, DC: Council of Chief State School Officers.
  • Blank, R. K., J. Smithson, A. Porter, D. Nunnaley, and E. Osthoff. 2006. “Improving Instruction Through Schoolwide Professional Development.” ERS Spectrum 24 (2): 9–23.
  • Bransford, J. D., A. L. Brown, and R. R. Cocking. 2000. How People Learn: Brain, Mind, Experience, and School. Expanded Edition. Washington, DC: National Academy Press.
  • Brookfield, S. D. 1986. Understanding and Facilitating Adult Learning. San Francisco: Jossey-Bass.
  • Bruner, J. 1996. The Culture of Education. Cambridge, MA: Harvard University Press.
  • Carpenter, T. P., E. Fennama, P. L. Peterson, C. P. Chaing, and M. Loef. 1989. “Using Knowledge of Children’s Mathematics Thinking in Classroom Teaching: An Experimental Study.” American Educational Research Journal 26 (4): 499–531.
  • Cohen, D. K., and H. C. Hill. 2000. “Instructional Policy and Classroom Performance: The Mathematics Reform in California.” Teachers College Record 102 (2): 294–343.
  • Czerniak, C. M., S. Beltyukova, J. Struble, J. J. Haney, and A. T. Lumpe. 2006. “Do You See What I See? The Relationship Between a Professional Development Model and Student Achievement.” In Exemplary Science in Grades 5–8: Standards-Based Success Stories, edited by R. E. Yager, 13–43. Arlington, VA: NSTA Press.
  • Darling-Hammond, L., R. Chung Wei, A. Andree, N. Richardson, and S. Orphanos. 2009. Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. Dallas, TX: National Staff Development Council and School Redesign Network at Stanford University.
  • Desimone, L. M. 2009. “Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures.” Educational Researcher 38 (3): 181–199.
  • Dewey, J. 1940. Education Today. New York: GP Putnam’s Sons.
  • Dufour, R., R. Eaker, and R. Dufour. 2005. “Recurring Themes of Professional Learning Communities and the Assumptions They Challenge.” In On Common Ground: The Power of Professional Learning Communities, edited by R. Dufour, R. Eaker, and R. Dufour, 7–29. Bloomington, IN: Solution Tree.
  • Elmore, R. F. 2000. “Getting to Scale With Good Educational Practice.” In Leading Professional Development in Education, edited by B. Moon, J. Butcher, and E. Bird, 30–51. New York: RoutledgeFalmer.
  • Elmore, R. F. 2007. “Bridging the Gap Between Standards and Achievement: The Imperative for Professional Development in Education.” School Reform From the Inside Out: Policy, Practice, and Performance, edited by R. F. Elmore, 89–132. Cambridge, MA: Harvard Education Press.
  • Fishman, B. J., R. W. Marx, S. Best, and R. T. Tal. 2003. “Linking Teacher and Student Learning to Improve Professional Development in Systemic Reform.” Teaching and Teacher Education 19 (6): 643–658.
  • Fullan, M. 1995. “The Limits and Potential of Professional Development.” In Professional Development in Education: New Paradigms and Practices, edited by T. R. Guskey and M. Huberman, 253–267. New York: Teachers College Press.
  • Fullan, M. 2007. The New Meaning of Educational Change. 4th ed. New York: Teachers College Press.
  • Gall, M. D., J. P. Gall, and W. Borg. 2007. Educational Research: An Introduction. 8th ed. San Francisco: Pearson Education.
  • Garet, M. S., A. C. Porter, L. Desimone, B. F. Birman, and K. S. Yoon. 2001. “What Makes Professional Development Effective? Results From a National Sample of Teachers.” American Educational Research Journal 38 (4): 915–945.
  • Green, S. B., and N. J. Salkind. 2008. Using SPSS for Windows and Macintosh: Analyzing and Understanding Data. 5th ed. Upper Saddle River, NJ: Pearson Prentice Hall.
  • Guskey, T. R. 1995. “Professional Development in Education: In Search of the Optimal Mix.” In Professional Development in Education: New Paradigms and Practices, edited by T. R. Guskey and M. Huberman, 114–131. New York: Teachers College Press.
  • Guskey, T. R. 2000. Evaluating Professional Development. Thousand Oaks, CA: Corwin Press.
  • Guskey, T. R. 2002. “Professional Development and Teacher Change.” Teachers and Teaching: Theory and Practice 8 (3/4): 381–391.
  • Guskey, T. R. 2003. “The Characteristics of Effective Professional Development: A Synthesis of Lists.” Paper presented at the Annual Meeting of the American Educational Research Association, April 21–25, Chicago, IL.
  • Hawley, W. D., and G. Sykes. 2007. “Continuous School Improvement.” In The Keys to Effective Schools: Educational Reform as Continuous Improvement, edited by W. D. Hawley and D. L. Rollie. 2nd ed., 153–172. Thousand Oaks, CA: Corwin Press and National Education Association.
  • Hawley, W. D., and L. Valli. 1999. “The Essentials of Effective Professional Development: A New Consensus.” In Teaching as the Learning Profession: Handbook of Policy and Practice, edited by L. Darling-Hammond and G. Sykes, 127–150. San Francisco: Jossey-Bass.
  • Hawley, W. D., and L. Valli. 2007. “Design Principles for Learner-centered Professional Development.” In The Keys to Effective Schools: Educational Reform as Continuous Improvement, edited by W. D. Hawley and D. L. Rollie. 2nd ed., 117–137. Thousand Oaks, CA: Corwin Press and National Education Association.
  • Hill, H. C. 2004. “Professional Development Standards and Practices in Elementary School Mathematics.” The Elementary School Journal 104 (3): 215–231.
  • Huffman, D., K. Thomas, and F. Lawrenz. 2003. “Relationship Between Professional Development, Teachers' Instructional Practices, and the Achievement of Students in Science and Mathematics.” School Science and Mathematics 103 (3): 378–387.
  • Ingvarson, L., M. Meiers, and A. Beavis. 2005. “Factors Affecting the Impact of Professional Development Programs on Teachers' Knowledge, Practice, Student Outcomes and Efficacy [Electronic Version].” Educational Policy Analysis Archives 13: 1–28. Retrieved June 21, 2010 from http://epaa.asu.edu/epaa/v13n10/.
  • Joyce, B., and B. Showers. 2002. Student Achievement Through Staff Development. Alexandria, VA: ASCD.
  • Kaiser, H. F. 1974. “An Index of Factorial Simplicity.” Psychometrika 39: 32–36.
  • Knowles, M. S., E. F. Holton, and R. A. Swanson. 2005. The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. 6th ed. San Francisco: Elsevier, Butterworth, Heinemann.
  • Lawler, P. A. 2003. “Teachers as Adult Learners: A New Perspective.” In New Perspectives on Designing and Implementing Professional Development of Teachers of Adults, edited by P. A. Lawler and K. P. King, 15–22. San Francisco: Jossey-Bass.
  • Little, J. W. 1982. “Norms of Collegiality and Experimentation: Workplace Conditions of School Success.” American Educational Research Journal 19 (3): 325–340.
  • Little, J. W. 1999. “Organizing Schools for Teacher Learning.” In Teaching as the Learning Profession: Handbook of Policy and Practice, edited by L. Darling-Hammond and G. Sykes, 233–262. San Francisco: Jossey-Bass.
  • McCutchen, D., R. D. Abbott, L. B. Green, S. N. Beretvas, S. Cox, T. Q. Potter, and A. L. Gray. 2002. “Beginning Literacy: Links Among Teacher Knowledge, Teacher Practice, and Student Learning.” Journal of Learning Disabilities 35 (1): 69–86.
  • Meissner, W. 2008. “Teacher Perceptions, Lesson Study and Science Achievement.” Unpublished PhD diss., Seattle Pacific University.
  • National Staff Development Council. 2010. “NSDC’s Definition of Professional Development.” Accessed February 2010. http://www.nsdc.org/standfor/definition.cfm
  • No Child Left Behind Act of 2001. 2002. Accessed February 2010. http://www2.ed.gov/policy/elsec/leg/esea02/107-110.pdf
  • Nye, B., S. Konstantopoulos, and L. Hedges. 2004. “How Large Are Teacher Effects?” Educational Evaluation and Policy Analysis 26 (3): 237–257.
  • Office of Superintendent of Public Instruction. 2009. “Test and Item Specifications: Grades 3–5 Mathematics.” Accessed February 2010. http://www.k12.wa.us/mathematics/assessment/itemspec_gr3-5_12-09.pdf
  • Pallant, J. 2007. SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS for Windows. 3rd ed. New York: Open University Press.
  • Penuel, W. R., B. J. Fishman, R. Yamaguchi, and L. P. Gallagher. 2007. “What Makes Professional Development Effective? Strategies that Foster Curriculum Implementation.” American Educational Research Journal 44 (4): 921–958.
  • Pett, M. A., N. R. Lackey, and J. J. Sullivan. 2003. Making Sense of Factor Analysis: The Use of Factor Analysis for Instrument Development in Health Care Research. Thousand Oaks, CA: SAGE Publications.
  • Resnick, L. B., and M. W. Hall. 1998. “Learning Organizations for Sustainable Education Reform.” Daedalus 127 (4): 89–118.
  • Richardson, V., and P. Placier. 1996. “Teacher Change.” In Handbook of Research on Teacher Education, edited by J. Sikula, T. J. Buttery, and E. Guyton. 2nd ed., 905–947. New York: Simon & Schuster Macmillan.
  • Sanders, W. L., and S. P. Horn. 1998. “Research Findings From the Tennessee Value-Added Assessment System (TVAAS) Database: Implication for Educational Evaluation and Research.” Journal of Personnel Evaluation in Education 12 (3): 247–256.
  • Saunders, W. M., C. N. Goldenberg, and R. Gallimore. 2009. “Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools.” American Educational Research Journal 46 (4): 1006–1033.
  • Saxe, G., M. Gearhart, and N. Nasir. 2001. “Enhancing Students’ Understanding of Mathematics: A Study of Three Contrasting Approaches to Professional Support.” Journal of Mathematics Teacher Education 4: 55–79.
  • Schmoker, M. 2006. Results NOW: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, VA: ASCD.
  • Shannon, G. S., and P. Bylsma. 2004. Characteristics of Improved School Districts: Themes From Research. Olympia, WA: Office of Superintendent of Public Instruction.
  • Sheskin, D. J. 2007. Handbook of Parametric and Nonparametric Statistical Procedures. 4th ed. New York: Chapman & Hall CRC.
  • Shulman, L. S. 1986. “Those Who Understand: Knowledge Growth in Teaching.” Educational Researcher 15 (2): 4–14.
  • Shulman, L. S. 2004. “Communities of Learners and Communities of Teachers.” In The Wisdom of Practice: Essays on Teaching, Learning, and Learning to Teach, edited by S. M. Wilson, 485–500. San Francisco: Jossey-Bass.
  • Sprinthall, R. C. 2007. Basic Statistical Analysis. 8th ed. San Francisco: Pearson Education.
  • Streiner, D. L., and G. R. Norman. 1995. Health Measurement Scales: A Practical Guide to Their Development and Use. 2nd ed. New York: Oxford University Press.
  • Supovitz, J. A. 2001. “Translating Teaching Practice Into Improved Student Achievement.” In From the Capitol to the Classroom: Standards-Based Reform in the States, edited by S. Fuhrman, 81–98. Chicago: University of Chicago Press.
  • Supovitz, J. A. 2002. “Developing Communities of Instructional Practice.” Teachers College Record 104 (8): 1591–1626.
  • Tabachnick, B. G., and L. S. Fidell. 2007. Using Multivariate Statistics. 5th ed. Boston: Allyn & Bacon.
  • Watkins, M. W. 2000. Montecarlo PCA for Parallel Analysis [ Computer Program]. State College, PA: Ed & Psych Associates.
  • Wayne, A., K. Yoon, P. Zhu, S. Cronen, and M. Garet. 2008. “Experimenting With Teacher Professional Development: Motives and Methods.” Educational Researcher 37: 469–479.
  • Wheelan, S. A., and J. Kesselring. 2005. “Link Between Faculty Group Development and Elementary Student Performance on Standardized Tests.” The Journal of Educational Research 98 (6): 323–330.
  • Yoon, K. S., T. Duncan, S. W.-Y. Lee, B. Scarloss, and K. Shapley. 2007. Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement (Issues & Answers Report, REL 2007-No. 033) (Vol. 2009). Washington, DC: US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.