Staff Development
Annotated Bibliography
Erin E. Peters
Fall 2006
Aldrin, S. (2003) Articulating the relationships between theory and practice in science teaching: A model for teacher professional. Teachers and Teaching: Theory and Practice, 9(2).
This research begins to examine a typology of teachers and how reflective practice can be used to implement effective professional development.
Association for Supervision and Curriculum Development. (2006). Research brief: Translating research into action. Retrieved October 24, 2006, from
This website can be used as a resource to remain current on research in teacher professional development. It is updated monthly and provides a brief, yet complete summary of the newest research in the field.
Bennett, B. B. (1997). The
effectiveness of staff development training practices: A meta-analysis. Unpublished
doctoral dissertation,
This meta-analysis focuses on in-service teacher professional development and measures teacher attitudes, knowledge, skill acquisition and transfer to teaching.
Bradley, C. J. (1995). Using collaborative performance appraisal to enhance teachers' professional growth: A review and test of what we know. Journal of Personnel Evaluation in Education, 9(3).
Research article explaining the collaborative appraisal model that expects teachers and supervisors to work as partners in stimulating teachers' professional development.
Brundage, D. H., and Mackeracher, D. (1980). Adult learning principles and their application to program planning.
Synthesizes research on adult learning to explain how adults learn differently from children. Principles in this book should be used during professional development sessions.
Carpenter, T. P., Blanton, M. L., Covv, P., Franke, M. L.
Kaput, J., & McClain, K. (2004.) Research
report: Scaling up innovative practices in mathematics and science.
http://www.wcer.wisc.edu/ncisla/publications/reports/NCISLAReport1.pdf
Report that addresses the challenges to creating innovative teacher practices and focuses on learning with understanding. The report talks about the importance of building relationships to foster knowledge building as well as designing professional development and school organization with this in mind.
Fullan, M. (1982). The
meaning of educational change.
Based on his book about leading in a culture of change, Fullan looks more specifically at educational organizations. He examines a model that incorporates several facets in order to evoke change.
Gallimore, R., & Santagata, R. (2006). Researching
teaching: The problem of studying a system resistant to change. In R. R.
Bootzin & P. E. McKnight (Eds.), Strengthening
Research Methodology: Psychological Measurement and Evaluation.
Research article that explains the development of an evidence-based education will require the barrier to be repeatedly overcome, because it is hard to study what one cannot change. Argues that the means to this different end is a reorganized research-and-development system that supports teacher professional development and creates opportunities for ambitious educational research.
Gall, M. D., & Renchler, R. S. (1985). Effective development for teachers: A research-based model.
Provides a model for staff development from four in-service teacher experiments. Includes objectives, delivery, organization and evaluation.
Glatthorn, A. A. (1987). Cooperative professional development: Peer-centered options for teacher growth. Educational Leadership, 45 (3), 31-35.
Discussion of a cooperative professional development plan that increases professional growth. Includes dialogue, peer coaching, peer supervision, and action research.
The purpose
of the present study was to investigate differences in teacher professional development needs, interests, and satisfaction across the career cycle, using Huberman's (1988) model of career development as a framework. For teachers at later career phases, these preferences were at odds with the types of activities that they actually
participated in.
Guskey, T. R. (1985). Staff development and teacher change. Educational Leadership, (42) 7, 57-60.
Study showing that teacher attitudes and beliefs change only after they observe substantial growth in their students.
Little, J. W. (1986). Seductive images and organizational realities
in professional development. In A. Lieberman (Ed.), Rethinking School Improvement/Research, Craft, and Concept (pp.
26-44).
A study of three elementary and three secondary schools in a large urban district. It details approaches to staff development and argues that program development and staff develop must fit together to be successful.
Little, J. W. (1989, March). The persistence of privacy: Autonomy and initiative in teachers’
professional relations. Paper presented at the Annual Meeting of the
American Educational Research Association, Symposium on Teachers' Work and Teacher
Culture,
A study of school culture and the collegial relationships in that culture, both team oriented and one-on-one relationships. It identifies patterns of interactions and the results produced from these interactions.
Loucks-Horsley, S., Love, N., Stiles, K., Mundry, S., &
Hewson, P. (1987). Continuing to learn: A
guidebook for teacher development.
A concise discussion of successful staff development plans. It includes research, procedures for implementing staff development, evaluation of staff development and systemic issues.
Loucks-Horsley, S, Love, N., Stiles, K., Mundry, S., Hewson,
P. (2003). Designing professional development for teachers of science and mathematics (2nd ed.).
Book that
is written for teacher leaders to design professional development programs that incorporate mentoring, immersion experiences,
action research projects, teacher-directed study groups, and lesson study.
National Education Association. (2006). Listening to teachers: Classroom realities and 'No Child Left Behind'. Retrieved October 23, 2006, from http://www.nea.org/esea/teachervoiceexecsum.html
A report by the Civil Rights
Project at
North Central Region Education Laboratory. (2006). Critical issue: Finding time for professional development. Retrieved October 30, 2006 from http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd300.htm
Report explaining that current efforts in professional development are not presented in idea time frames for teachers. Current professional development is given at the end of a full day or in between school days, when teachers are thinking of other issues.
North Central Regional Education Laboratory. (2006). Teacher Quality (Executive Summary). Retrieved October 29, 2006 from http://www.ncrel.org/quality/policy/execsum.htm
Report that systemically looks for evidence of professional development on student outcome. Asks if states recognize and address the complexity in affecting student outcomes through professional development.
Northwest Regional Education Laboratory. (2006). Building trusting relationships for school improvement: Implications for principals and teachers. Retrieved October 29, 2006 from http://www.nwrel.org/request/2003sept/research.html
Report that explains the role of teacher-teacher and teacher-principal trust issues in professional development.
Orlich, D. C. (1984). A handbook for
staff development.
A checklist for designing professional development plans based on research on effective programs.
Second Virtual Conference on Sustainability of Local Systemic Change. (2006). Systemic change and sustainability. Retrieved October 28, 2006 from http://sustainability2002.terc.edu
Website that houses the keynote speech, poster presentations, panel discussions and reflections from the SLSC conference. Michael Fullan and others describe how they were able to sustain system changes in their organizations.
Showers, B., Joyce, B., & Bennett, B. (1987). Synthesis of research on staff development: A framework for future study and a state-of-the-art analysis. Educational Leadership, 45 (3), pp. 77-87.
Discusses the importance of making program design relevant to teachers so that they may immediately take the information back for use in the classroom.
Sparks, G. M. (1983). Synthesis of research on staff development for effective teaching. Educational Leadership, 41 (3), pp. 65-72.
Gives guidance for five different types of professional development programs:
1) Individually-Guided Staff Development; 2) Observation/Assessment;
3) Involvement in a Development/Improvement Process; 4) Training; and
5) Inquiry
SuperTech News (2006). The monthly newsletter of the CIO-Time share service. Theme of the month: Web-based professional development. Retrieved October 27, 2006 from http://www.blegroup.com/supertechnews/apr02.htm
Makes a case for web-based professional development. Argues that web-based professional development is tightly linked with accountability and can relieve teachers from time constraints (personally driven, rather than having to meet each Wednesday afternoon).
Tallerico, M. (2005). Supporting
and sustaining teachers' professional development: A principal's guide.
A book written for principals who would like to be instructional leaders, but are continually faced with emergencies that get in the way of sustained professional development.
Wade, R. K. (1984). What makes a difference in inservice teacher education? A meta-analysis of research. Educational Leadership, 42 (4), pp. 48-54.
A quantitative meta-analysis that identifies eight
key variables: effect levels, duration, training group characteristics,
location and scheduling, sponsorship, participant incentives, structure, and
instructional techniques.
The
Zemke, R., & Zemke, S. (1988). 30 Things we know for sure about adult learning. Training, 25 (7), pp. 57-61.
Highlights 30 things to keep in mind when working with adults in the classroom.