Do Less Effective Teachers Choose Professional Development Does It Matter?

Autor/inn/en	Barrett, Nathan; Butler, J. S.; Toma, Eugenia F.
Titel	Do Less Effective Teachers Choose Professional Development Does It Matter?
Quelle	In: Evaluation Review, 36 (2012) 5, S.346-374 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-841X
DOI	10.1177/0193841X12473304
Schlagwörter	Teacher Effectiveness; Program Effectiveness; Faculty Development; Professional Continuing Education; Partnerships in Education; STEM Education; Academic Achievement; Predictor Variables; Standardized Tests; Probability; Program Evaluation; Statistical Bias; Kentucky + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Berufsfeldbezogener Unterricht; Weiterbildung; Hochschulpartnerschaft; STEM; Schulleistung; Prädiktor; Standadised tests; Standardisierter Test; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Programme evaluation; Programmevaluation
Abstract	Background: In an ongoing effort to improve teacher quality, most states require continuing education or professional development for their in-service teachers. Studies evaluating the effectiveness of various professional development programs have assumed a normal distribution of quality of teachers participating in the programs. Because participation in many professional development programs is either targeted or voluntary, this article suggests past evaluations of the effectiveness of professional development may be subject to selection bias and policy recommendations may be premature. Research Design: This article presents an empirical framework for evaluating professional development programs where treatment is potentially nonrandom, and explicitly accounts for the teacher's prior effectiveness in the classroom as a factor that may influence participation in professional development. This article controls for the influence of selection bias on professional development outcomes by generating a matched sample based on propensity scores and then estimating the program's effect. Results: In applying this framework to the professional development program examined in this article, less effective teachers are found to be more likely to participate in the program, and correcting for this selection leads to different conclusions regarding the program's effectiveness than when ignoring teacher selection patterns. (Contains 1 figure, 9 tables, and 31 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10