The Impact of Short-Term Professional Development on Participant Outcomes: A Review of the Literature

Autor/inn/en	Lauer, Patricia A.; Christopher, Debra E.; Firpo-Triplett, Regina; Buchting, Francisco
Titel	The Impact of Short-Term Professional Development on Participant Outcomes: A Review of the Literature
Quelle	In: Professional Development in Education, 40 (2014) 2, S.207-227 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2013.776619
Schlagwörter	Literature Reviews; Professional Development; Time on Task; Program Design; Human Services; Educational Objectives; Alignment (Education); Training; Student Needs; Group Discussion; Homework; Active Learning; Cognitive Processes; Skills; Outcomes of Education; Work Environment; Quasiexperimental Design; Evaluation; Pretests Posttests + Suchen Sie Ihr Suchwort? Zeitaufwand; Programme design; Programmaufbau; Programmplanung; Humanitäre Hilfe; Educational objective; Bildungsziel; Erziehungsziel; Ausbildung; Gruppendiskussion; Hausaufgabe; Aktives Lernen; Cognitive process; Kognitiver Prozess; Skill; Fertigkeit; Lernleistung; Schulerfolg; Arbeitsmilieu; Evaluierung
Abstract	A narrative literature review was conducted to identify the design features of effective short-term face-to-face professional development (PD) events. The 23 reviewed studies described PD with durations of 30 hours or less and involved participants in education or human service-related professions. Design features associated with positive impacts of short-term PD include sufficient time based on topic complexity, the use of learning objectives, alignment with participants' training needs, demonstrations of desired behaviors, opportunities for participant practice, group discussions, pre-work and homework, active learning tasks that require cognitive processing, a participant-centered setting and follow-up support to promote transfer of learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10