Orientations to professional development design and implementation: understanding their relationship to PD outcomes across multiple projects

Rose M. Marra, Fran Arbaugh, John Lannin, Sandra Abell, Mark Ehlert, Rena Smith, Dominike Merle-Johnson, Meredith Park Rogers

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

Given the large investment in teacher professional development (PD), further understanding of the factors that impact PD success is needed. In a previous study, the authors established a framework for categorizing PD projects using the notion of orientations. A PD orientation is comprised of project characteristics that drive the PD design and implementation for that project. In this study, we applied this orientation framework to 14 science and mathematics PD projects and examined the relationship between projects of differing orientations and PD outcomes (e.g. perceived improvement in teaching practices). The results provide support for the value of the framework and demonstrate that PD projects with different orientations exhibit differing participant outcomes. This study also provides evidence of the value of this research framework for understanding how PD implementation characteristics are related to PD outcomes, as well as points to the value of a "balanced" orientation where both content and pedagogy are addressed in equal parts.

Original languageEnglish (US)
Pages (from-to)793-816
Number of pages24
JournalInternational Journal of Science and Mathematics Education
Volume9
Issue number4
DOIs
StatePublished - Aug 1 2011

All Science Journal Classification (ASJC) codes

  • Education
  • Mathematics(all)

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