Since the 1990s, there have been repeated calls for the systematic use of randomised controlled trials (RCTs) to inform educational decision-making. The advent of the Education Endowment Foundation (EEF) -- described as England's What Works Centre for Education -- in 2011 has made this a reality in England: by 2020, over a third of English schools…

We conducted a randomized controlled potential efficacy trial to examine effects of two variants of the Tools for Teachers (TfT) professional development (PD) intervention on preschool teachers' implementation of embedded instruction practices and children's developmental and learning outcomes. Thirty-six preschool teachers recruited from three…

In each issue of the "Journal of Staff Development" ("JSD"), senior advisor to Learning Forward author Joellen Killion explores a recent research study to help practitioners understand the impact of particular professional learning practices on student outcomes. Detailed in this issue is a randomized control study in which…

The present study examines the extent to which participation in a 14-week professional development course designed to improve teacher-child interactions in the classroom moderated the relation between teacher-reported job stress and gains in observed teacher-child interaction quality from the beginning to the end of the intervention. Participants…

The purpose of the study was to develop a powerful and empowering guide (CBT) of elementary school teachers, to compare the ability of elementary school teachers. Management learning uses brain as a base. The experimental group with a control group the experimental group used in this research was a teacher at the grade level. 4-6 in province By…

Background: We assessed the effectiveness of a simple intervention for increasing children's physical activity, play, perceived competence/social acceptance, and social skills. Methods: A cluster-randomized controlled trial was conducted, in which schools were the clusters. Twelve Sydney (Australia) primary schools were randomly allocated to…

The primary objective of this study was to evaluate the efficacy of a pilot intervention using a game-centered approach for improvement of physical activity (PA) and physical education (PE) outcomes simultaneously, and if this had an impact on enjoyment of PE. A group-randomized controlled trial with a 7-week wait-list control group was conducted…

Although video cases and video clubs have become popular forms of teacher professional development, there have been few systematic investigations of designs for such programs. Programs may vary according to (a) whether teachers watch videos of their own/their peers' instruction, or whether teachers watch stock video of unknown teachers; and (b)…

The purpose of this replication study was to examine the impact of the Teacher Study Group (TSG) professional development in vocabulary on first-grade teachers' knowledge of vocabulary instruction and observed teaching practice, and on students' vocabulary knowledge. Sixty-two schools from 16 districts in four states were randomly assigned to…

This article describes the effects of an analysis-of-practice professional development (PD) program on elementary school students' (Grades 4-6) science outcomes. The study design was a cluster-randomized trial with an analysis sample of 77 schools, 144 teachers and 2,823 students. Forty-two schools were randomly assigned to treatment, (88.5 hours)…

Powerful Learning Conversations (PLC) sought to improve the feedback that teachers give to pupils in Year 9, by training them to apply techniques used in sports coaching. It is based on the idea that feedback in sports coaching is often provided immediately after a task is performed, and delivered in a way that children are more likely to respond…

We present results of an experimental study of an urban, museum-based science teacher PD programme. A total of 125 teachers and 1676 of their students in grades 4-8 were tested at the beginning and end of the school year in which the PD programme took place. Teachers and students were assessed on subject content knowledge and attitudes towards…

English language learners (ELLs) benefit when their teachers utilize a wide range of English as a Second Language (ESL) instructional strategies. However, content-area teachers often are unfamiliar with these ESL strategies as they have not received extensive professional development on meeting the needs of ELLs, especially within the context in…

This paper presents findings from a randomized controlled trial (RCT) testing the impact of a novel coaching approach utilized as one element of the Double Check cultural responsivity and student engagement model. The RCT included 158 elementary and middle school teachers randomized to receive coaching or serve as comparisons; all participating…

This article presents findings from a randomized controlled trial (RCT) testing the impact of a novel coaching approach utilized as one element of the Double Check cultural responsivity and student engagement model. The RCT included 158 elementary and middle school teachers randomized to receive coaching or serve as comparisons; all participating…