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Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study

Vanderbilt University

Andrew C. Porter

University of Wisconsin, Madison

Michael S. Garet, Kwang Suk Yoon and Beatrice F. Birman

American Institutes for Research

This article examines the effects of professional development on teachers’ instruction. Using a purposefully selected sample of about 207 teachers in 30 schools, in 10 districts in five states, we examine features of teachers’ professional development and its effects on changing teaching practice in mathematics and science from 1996–1999. We found that professional development focused on specific instructional practices increases teachers’ use of those practices in the classroom. Furthermore, we found that specific features, such as active learning opportunities, increase the effect of the professional development on teacher’s instruction.

Key Words: changing teaching practice • content • evaluation • longitudinal study • mathematics and science • professional development

Educational Evaluation and Policy Analysis, Vol. 24, No. 2, 81-112 (2002)
DOI: 10.3102/01623737024002081


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