Group items tagged

This journal, published since January 2004, looks to address research and innovation in teaching and learning. The journal is refereed. All issues and articles from this journal are available for free download.

Published by the National Institute for Excellence in Teaching (NIET), March 2012. This paper argues that, based on two recent studies, "job-embedded PD can be highly effective, but only when there is a sufficient infrastructure in place to support it." NIET's own program, TAP: The System for Teacher and Student Advancement, is such a program. Cited studies: Biancarosa, G., Bryk, A.S., & Dexter, E.R. (2010, September). Assessing the value-added effects of Literacy Collaborative professional development on student learning. The Elementary School Journal, 111(1), 7-34. -- and -- Saunders, W.M., Goldenberg, C.N., & Gallimore, R. (2009, December). Increasing achievement by focusing grade-level teams on improving classroom learning: A prospective, quasi-experimental study of Title I schools. American Educational Research Journal, 46(4), 1006-1033

While this analysis seems somewhat biased (clearly written in support of NIET's own program), many of the characteristics of their program match work that KPI has done in PD.

A collection of related studies looking at college completion and student success from the ECS Research Studies Database. Studies are from a variety of sources -- not the ECS (e.g. Journal of Higher Education, National Bureau of Economic Research, and American Educational Research Journal).

By Janet Macdonald and Anne Campbell in European Journal of Open, Distance and E-Learning [n.d.] Open University (UK) tutors work from home. This paper describes a case study of an OU initiative where the tutors received their professional development in online communities. To date, some 2000 tutors have been thus trained.

This is open access journal from the University of Regina (Canada) launched in December 2009, a a re-birth of Policy and Practice in Education, which published it's last number (15:1) under that title in August 2009. From Our Scope, "We envision works that augment the latitude and significance of the idea of education, while acknowledging the ubiquitous growth of the digital arts and sciences in the everyday practice of life and how that might (in)form notions of formal and informal education."

Home page of the popular print- and web-based journal. There are some interesting RSS feeds, including Wired Campus and a community college e-newsletter.

By Marybeth Green and Lauren Cifuentes in Journal of Interactive Learning Research, vol 22 (1), 2011. The major finding of this article seems to be that "online follow-up with peer interaction increased the likelihood of completion of the professional development task." Abstract only available on this page. For full article check with your library.

By Aliya Holmes, Barbara Signer and Antoinette MacLeod, Journal of Digital Learning in Teacher Education, vol 27 (2) , n.d. This paper looks at a 5-week distance learning course offered for K-12 in-service teachers.