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Experimenting With Teacher Professional Development: Motives and Methods

ANDREW J. WAYNE is a senior research analyst at the American Institutes for Research, 1000 Thomas Jefferson Street, NW, Washington, DC 20007; awayne{at}air.org. His research focuses on policies and programs that affect teachers.
KWANG SUK YOON is a principal research analyst at the American Institutes for Research, 1000 Thomas Jefferson Street, NW, Washington, DC 20007; kyoon{at}air.org. His research interests include the quality and effects of teacher professional development and program evaluations.
PEI ZHU is a senior research associate at MDRC’s K–12 education policy area, 19th Floor, 16 East 34 Street, New York, NY 10016-4326; pei.zhu{at}mdrc.org. Her research focuses on experimental and quasi-experimental impact analyses, evaluation design, and related methodological issues.
STEPHANIE CRONEN is a principal research analyst at the American Institutes for Research, 1000 Thomas Jefferson Street, NW, Washington, DC 20007; scronen{at}air.org. Her research focuses on the effects of a range of educational interventions.
MICHAEL S. GARET is chief scientist at the American Institutes for Research, 1000 Thomas Jefferson Street, NW, Washington, DC 20007; mgaret{at}air.org. His research focuses on research methods, schools as organizations, and teacher professional development.

A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and when its delivery depends on multiple trainers. Despite a consensus in the literature on the features of effective PD, there is limited evidence on the specific features that make a difference for achievement. This article explains the benefits offered by experiments in addressing current research needs and—for those conducting and interpreting such studies—discusses the unique methodological issues encountered when experimental methods are applied to the study of PD.

Key Words: experimental design • professional development • research methodology • school/teacher effectiveness • staff development • teacher education/development

Educational Researcher, Vol. 37, No. 8, 469-479 (2008)
DOI: 10.3102/0013189X08327154


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