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|Title:||Evidence-based Design Principles for Effective Professional Development: A Critical Appraisal of the Evidence|
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Asterhan, C. & Lefstein, A. (2020). Evidence-based Design Principles for Effective Professional Development: A Critical Appraisal of the Evidence. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2046-2052). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Scholarly efforts to identify core design features for effective professional development (PD) efforts have rapidly grown in the last two decades. Based on extensive literature reviews, meta analyses and large-scale quantitative studies, scholars have arrived at short lists of core design principles for effective PD programs. These design principles are presented as based on strong evidence from large-scale, replicated and rigorous research studies, and as at the heart of consensus among PD scholars. In the present essay, we appraise the quality of the evidence on which this claim is based. We identify several major flaws in the research base on which such claims are based and conclude that, overall, the evidence is weak and claims about strong evidence-based findings is misleading. Additional reservations about this research program are discussed.|
|Appears in Collections:||ICLS 2020|
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