Professional Development/ Teacher Training

Report
May, 2011
Michael S. Garet, Andrew J. Wayne, Fran Stancavage, James Taylor, Marian Eaton, Kirk Walters, Mengli Song, Seth Brown, Steven Hurlburt, Pei Zhu, Susan Sepanik, Fred Doolittle

In a study sponsored by the Institute of Education Sciences, intensive professional development programs for seventh-grade math teachers were implemented as intended, but teacher turnover limited the average dosage received. The programs had no impact on teacher knowledge or student achievement.

Report
April, 2010
Michael S. Garet, Andrew J. Wayne, Fran Stancavage, James Taylor, Kirk Walters, Mengli Song, Seth Brown, Steven Hurlburt, Pei Zhu, Susan Sepanik, Fred Doolittle

This report presents first-year results from the Middle School Mathematics Professional Development Impact Study, sponsored by the Institute of Education Sciences. The professional development programs for seventh-grade math teachers had an impact on one measure of teacher practice but no effects on teachers’ knowledge or student achievement.

Report

Evidence from the Talent Development High School Model

May, 2005
James J. Kemple, Corinne Herlihy, Thomas J. Smith

Talent Development, a high school reform initiative, produced substantial positive effects on attendance, academic course credits earned, tenth-grade promotion, and algebra pass rates for students in very low-performing schools in Philadelphia.

Report

How Classroom Management Training Can Help Teachers

November, 2010
Pamela Morris, Cybele Raver, Megan Millenky, Stephanie Jones, Chrishana M. Lloyd

Foundations of Learning provided training and in-class support to teachers to help guide children’s behavior and emotional development. In Newark, NJ, the program improved teachers’ classroom management and productivity, reduced children’s conflict with peers, and increased children’s engagement. A year later, few effects for children were sustained as they entered kindergarten, but teachers were still engaged in positive practices.

Report

Suggestive Evidence from Three Urban School Districts

December, 2007
Janet Quint, Theresa M. Akey, Shelley Rappaport, Cynthia J. Willner

Does providing instruction-related professional development to school principals set in motion a chain of events that can improve teaching and learning in their schools? This report examines professional development efforts by the University of Pittsburgh’s Institute for Learning in elementary schools in Austin, St. Paul, and New York City.

Report

Improving Classroom Practices in Head Start Settings

February, 2012
Chrishana M. Lloyd, Emily L. Modlin

This report offers lessons about using coaches to help teachers carry out a program for improving pre-kindergarteners’ social and emotional readiness for school. It addresses selection of the coaching model; coach hiring, training, support, and supervision; coaching processes; and program management, data, and quality assurance.

Report

The Effect of Project GRAD on Elementary School
Student Outcomes in Four Urban Districts

July, 2006
Jason Snipes, Glee Ivory Holton, Fred Doolittle

This report describes the effects of Project GRAD, an ambitious education reform that targets high schools and the elementary and middle schools that feed into them, on student test scores in elementary schools in Houston, Texas; Atlanta, Georgia; Columbus, Ohio; and Newark, New Jersey.

Report

A Preview of Findings from the Foundations of Learning Demonstration

September, 2009
Pamela Morris, Cybele Raver, Chrishana M. Lloyd, Megan Millenky

Early evaluation results from Newark, NJ, show that Foundations of Learning improved teachers’ classroom management and productivity, reduced children’s conflict with peers, and engaged students in the learning tasks of preschool. The intervention was implemented in Head Start programs, community-based child care centers, and public schools.

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