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Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and MeasuresLAURA M. DESIMONE is an associate professor of education policy at the University of Pennsylvania, Graduate School of Education, 3700 Walnut Street, Philadelphia, PA 19104; lauramd{at}gse.upenn.edu. Her research focuses on policy effects on teaching and learning, policy implementation, and the improvement of methods for studying policy effects and implementation (e.g., improving the quality of surveys and the appropriate use of multiple methodologies); much of her work is in the areas of standards-based reform/accountability and teacher quality initiatives (e.g., teachers’ professional development, induction). The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges us to move away from automatic biases either for or against observation, interviews, or surveys in such studies. She argues that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.
Key Words: causal inference • instructional practices • professional development • research methodology • survey research • teacher quality
Educational Researcher, Vol. 38, No. 3,
181-199 (2009) This article has been cited by other articles:
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