McKeown, D., Brindle, M., Harris, K., Sandmel, K., Steinbrecher, T. D, Graham, S., Lane, K. L & Oakes, WP. (2019). Teachers’ voices: Perceptions of effective professional development and classwide implementation of self-regulated strategy development in writing. American Educational Research Journal,56(3), 753-791. United States of America: Sage Publications, Inc.. Retrieved from https://doi.org/10.3102/0002831218804146
Despite consensus regarding critical design elements for professional development (PD), numerous PD studies have not shown anticipated effects for teachers or students. Mixed methods studies investigating when and why PD is successful are needed. The qualitative study reported here was part of a larger, mixed methods study of PD for self-regulated strategy development (SRSD) in writing; the randomized controlled trial found significant and meaningful outcomes for teachers and students. In the current qualitative study, 14 Grades 2 and 3 teachers discussed semistructured, open-ended questions in small focus groups regarding their experiences with, reactions to, and evaluations of aspects and components of PD and SRSD. These teachers’ voices contribute to our understanding of critical aspects of effective PD as well as SRSD.
Institute for Learning Sciences and Teacher Education
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