Does Teacher Professional Development Improve Math and Science Outcomes and Is It Cost Effective?

Autor/inn/en	Foster, John M.; Toma, Eugenia F.; Troske, SuZanne P.
Titel	Does Teacher Professional Development Improve Math and Science Outcomes and Is It Cost Effective?
Quelle	In: Journal of Education Finance, 38 (2013) 3, S.255-275 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-9495
Schlagwörter	Teacher Effectiveness; Cost Effectiveness; Program Effectiveness; Educational Change; Faculty Development; Teaching (Occupation); Middle Schools; Academic Achievement; Low Achievement; Mathematics Achievement; Science Achievement; Inservice Teacher Education; Educational Legislation; Federal Legislation; Middle School Teachers; Middle School Students; Kentucky + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Bildungsreform; Teaching; Lehrberuf; Middle school; Mittelschule; Mittelstufenschule; Schulleistung; Unterdurchschnittliche Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrerfortbildung; Bildungsrecht; Schulgesetz; Bundesrecht; Middle schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin
Abstract	Scholars and policymakers see improving teacher quality as a key way to improve student learning. While quality may be improved in a variety of ways for pre-service teachers, professional development is one of the few avenues by which quality can be improved for those teachers already in the teaching profession. But professional development, like other means of improving teacher quality, requires the expenditure of resources. A first step in justifying the expenditures requires understanding the effectiveness of the professional development programs. This article looks at an in-service professional development program targeted towards chronically low-achieving schools in Appalachian Kentucky school districts and examines whether it improved student learning at those schools. We then consider the cost of providing the program and compare the cost effectiveness of professional development to other types of school improvement interventions. Findings suggest that this program is relatively cost effective for improving math outcomes for middle schools. (Contains 7 tables and 29 footnotes.) (As Provided).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10