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Effects of Professional Development on Teachers' Instruction: Results from a Three-YearLongitudinal StudyAuthor(s): Laura M. Desimone, Andrew C. Porter, Michael S. Garet, Kwang Suk Yoon, BeatriceF. BirmanSource: Educational Evaluation and Policy Analysis, Vol. 24, No. 2 (Summer, 2002), pp. 81-112Published by: American Educational Research AssociationStable URL: http://www.jstor.org/stable/3594138 .

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http://www.jstor.orgEducational Evaluation and Policy Analysis

Summer 2002, Vol. 24, No. 2, pp.

81-112

Effects of Professional Development on Teachers' Instruction:

Results from a Three-year Longitudinal Study

Laura M. Desimone Vanderbilt University

Andrew C. Porter University of Wisconsin, Madison

Michael S. Garet Kwang Suk Yoon Beatrice F. Birman American Institutes for Research

This article examines the effects of professional development on teachers' instruction. Using a pur-

posefully selected sample of about 207 teachers in 30 schools, in 10 districts infive states, we examine

features of teachers' professional development and its effects on changing teaching practice in math- ematics and science from 1996-1999. We found that professional developmentfocused on

specific

instructional practices increases teachers' use of those practices in the classroom. Furthermore, we

found that specificfeatures, such as active learning opportunities, increase the effect of the professional

development on teacher's instruction.

Keywords: changing teaching practice, content, evaluation, longitudinal study, mathematics and

science,

professional development

What are the characteristics of professional de- velopment that affect teaching practice? This study adds to the knowledge base on effective profes- sional development. The success of standards- based reform depends on teachers' ability to foster both basic knowledge and advanced thinking and problem solving among their students (Loucks- Horsley, Hewson, Love, & Stiles, 1998; National Commission on Teaching & America's Future, 1996), and such effective practices require teach- ers to have a deep understanding of the content they teach (Ma, 1999). Professional development is considered an essential mechanism for deepen- ing teachers' content knowledge and developing their teaching practices. As a result, professional development could be a cornerstone of systemic reform efforts designed to increase teachers' capacity to teach to high standards (Smith &

O'Day, 1991). The research reported here focuses on the ef- fects of professional development on

changing

classroom teaching practice.1 Using a purpose-

fully selected sample of teachers in 30 schools,

in 10 districts, in five states, we examine features

of teachers' professional development

and their

effects on changing teaching practice in mathe-

matics and science from 1996-1999.

Background: Professional Development

and Teacher Change

Over the past decade, a large body of literature has emerged on in-service

professional devel-

opment, teacher learning, and teacher change.2

The research literature contains a mix of large-

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