{"id":7891,"date":"2017-05-09T08:00:05","date_gmt":"2017-05-09T12:00:05","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=7891"},"modified":"2017-05-05T20:53:34","modified_gmt":"2017-05-06T00:53:34","slug":"learning-mixed-results-whats-next-teacher-professional-development","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/learning-mixed-results-whats-next-teacher-professional-development\/","title":{"rendered":"Learning from Mixed Results: What’s Next for Teacher Professional Development?"},"content":{"rendered":"

\"\"<\/a>Research from three studies has found that intensive, content-focused professional development (PD) improved teachers’ knowledge and some aspects of their practice, but did not improve student achievement. The studies are summarized by AIR in its brief,<\/span> Does Content-Focused Teacher Professional Development Work?<\/span><\/em><\/p>\n

The PD examined in the three studies emphasized building teachers\u2019 content knowledge and their knowledge about content-specific pedagogy. The PD, which was based mostly on commercially available programs, combined summer institutes with periodic teacher meetings and coaching during the school year. All three studies examined the impact of the PD programs on teachers\u2019 content knowledge and instructional practice, as well as their students\u2019 achievement.<\/span><\/p>\n

Key findings from the three studies include the following:<\/span><\/p>\n