The purpose of this study was to examine session topics (n = 1,636) and clinicians (n = 2,263) at The Midwest Clinic from 2000-2019 using abstracts and biographies acquired from conference programs. Sessions were coded into one of 23 content codes and one of four audience codes using a coding scheme developed by the researchers. Clinicians were…

This systematic review explores what is known about the relationships between characteristics of pedagogical development programmes (PDP) in higher education, context characteristics within which PDPs take place, and teacher development outcomes. Thirty-one peer-reviewed articles were reviewed using the "Interconnected Model of Professional…

This paper aims to explore the shared features of effective professional development programmes for improving teachers' assessment literacy (AL). On the basis of the literature review of 17 empirical studies related to teachers' AL improvement, the features of effectiveness can be categorized into three themes: 1) What (Content): The programme…

Initiatives aimed at improving STEM education have largely focused on school-based programs, with the majority of STEM professional development targeting primary and secondary school educators. However, there is growing interest in STEM education in the early childhood years. This paper reviews the available evidence to explore the extent to which…

There is considerable concern regarding our nation's literacy skills. Research has repeatedly shown that the literacy trajectory is well established very early in the school career. Early childhood educators (ECEs) have the ability to influence a child's literacy skills provided they have the required knowledge and tools. Professional development…

We present results from a meta-analysis of 95 experimental and quasi-experimental pre-K-12 science, technology, engineering, and mathematics (STEM) professional development and curriculum programs, seeking to understand what content, activities, and formats relate to stronger student outcomes. Across rigorously conducted studies, we found an…

This review study includes 43 articles from 2016 and 2017 focusing on teachers' professional development, as guided by the following twofold research question: "What characterizes teachers' professional development in school, and how does this development influence school improvement?" The review indicates that teachers' learning…

This study reports on findings from a critical literature review, from 2004 to 2014, in relation to the positioning of beginning teachers' professional learning during induction. The study uses theoretical frameworks drawn from competing discourses: an instrumental standpoint based on performativity and a dialectical standpoint based on a…

In response to policy initiatives calling for the implementation of evidence-based classroom practice, instructional coaches are frequently utilized as providers of professional development (PD). Despite the demand for instructional coaches, there is little empirical evidence that coaching improves teacher practice. We address this limitation by…

This paper explores the professional development literature in the educational setting. The different literature pieces are aligned to a framework that requires effective professional development to focus on three concepts: content, context, and process. The content focuses on the "what" question in the programs while the context aims to…

A review of the research on teacher professional development identified an emerging consensus on important contextual and implementation characteristics that can promote or inhibit teachers' use of new knowledge and skills in their classroom practice. Findings suggest that professional development is best viewed as one component in an overall…

This paper provides an overview of the Exemplary Center for Reading Instruction (ECRI), a research-based instructional program designed to improve students' ability to read, understand, and communicate in English. The program focuses on pre- and inservice professional development for teachers who are trained in a highly structured,…

Mindful of the need for quality professional development and its characteristics, large numbers of educators are self-selecting to participate in workplace/community learning (WCL) experiences. Viewed as an alternative to less desirable forms of traditional professional development, WCL displays characteristics of high-quality professional…