The Effectiveness of Professional Development on Teacher Best Practices and Student Learning: Conflicting Results From Multimethod/Multisource Data Sets
The conflicting results across these data, depending on source and methodology, raises questions about our premise for effective PD and the logic models underlying interventions for student achievement. The positive support indicated by teachers in terms of the efficacy of Math ACTS and their own changes in classroom practices is not supported by other data sources. This calls into question either the reliability of self-report, the adherence of the PD to best practices, or the scope and validity of the PD recommendations.
References:
Bransford, John D. How People Learn: Brain, Mind, Experience and School. (1999). U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center. Washington, DC.: National Academy Press
National Research Council. (2001). Adding it up: Helping children learn mathematics. J.Kilpatrick, J. Swafford, and B.Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
Weiss, Iris. (2006). Bridging the Gap between Research & Practice in Professional Development. Presentation February 7, 2006 at MSP Learning Network Conference, National Science Foundation. Washington DC.
Weiss, I. R., Pasley, J. D., Smith, P. S., Banilower, E. R., & Heck, D. J. (2003). Looking inside the classroom: A study of K - 12 mathematics and science education in the United States. Chapel Hill, NC: Horizon Research, Inc.
