You are here:

Lessons learned from a two year implementation project: Sustaining Student Gains with Online On-demand Professional Development

, School Improvement Network, United States ; , University of Utah, United States

AACE Award

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA


This research examined year two of an online on-demand professional development in multiple states and districts. Using a quasi-experimental design, the study sought to ascertain whether student gains were sustained in the second year of program participation. Student achievement was examined through randomly matched participating and non-participating schools within districts and states and between districts and states and focused on standardized reading and math scores. Multivariate analysis and effect size calculations verified gains over both years of implementation for participating schools, districts, and states over non-participating PD sites use of Internet-based, on-demand professional learning for improving teacher effectiveness and sustained impacts on student performance.


Glassett, K. & Shaha, S. (2014). Lessons learned from a two year implementation project: Sustaining Student Gains with Online On-demand Professional Development. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 660-667). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 22, 2019 from .


View References & Citations Map


  1. Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20.
  2. Bahr, D.L., Shaha, S.H., Farnsworth, B.J., Lewis, V.K., & Benson, L.F. (2004). Preparing tomorrow's teachers to use technology: attitudinal impacts of technology-supported field experience on preservice teacher candidates. Journal of Instructional Psychology, 31(2), 88-97.
  3. Benson, L.F., Farnsworth, B.J., Bahr, D.L., Lewis, V.K., & Shaha, S.H. (2004). The impact of training in technology assisted instruction on skills and attitudes of pre-service teachers. Education, 124(4), 649-663.
  4. Bongiorni, S. (2004). All in the timing. The Greater Baton Rouge Business Report.
  5. Buczynski, S., & Hansen, C.B. (2010). Impact of professional development on teacher practice: Uncovering connections. Teaching and Teacher Education, 26(3), 599-607.
  6. Cook, T.D., & Campbell, D.T. (1979). Quasi-experimentation: Design& Analysis issues for field settings. Boston: Houghton Mifflin Company.
  7. Darling-Hammond, L. (2004). Standards, accountability, and school reform. Teachers College Record, 106(6), 1047-1085.
  8. Desimone, L.M., Porter, A.C., Garet, M.S., Yoon, K.S., & Birman, B.F. (2002). Effects of professional development on teacher's instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81-112.
  9. Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., & Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915.
  10. Guskey, T.R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391.
  11. Ingvarson, L., Meiers, M., & Beavis, A. (2005) “Factors Affection the Impact of Professional Development Programs on Teachers’ Knowledge, Practice, Student Outcomes& Efficacy” Australian Council for Educational Research. 13(10), January 2005.
  12. King, K.P. (2002). Identifying success in online teacher education and professional development. The Internet and Higher Education, 5(3), 231-246. Doi:10.1016/S1096-7516(02)00104-5
  13. Latham, N., & Vogt, W.P. (2003). Do professional development schools reduce teacher attrition? Evidence from a longitudinal study of 1,000 graduates. Journal of Teacher Education, 58(2), 153-167.
  14. Lewis, V.K., Shaha, S.H., Farnsworth, B., Benson, L., & Bahr, D. (2003). The use of assessment in improving technology-based instruction programs. Journal of Instructional Psychology, 30(2). Magidin, D.K., Masters, J., O'Dwyer, L.M., Dash, S., & Russell, M. (2012). Relationship of online teacher professional development to seventh-grade teachers' and students' knowledge and practices in English language arts. The Teacher Educator, 47(3), 236-259.
  15. Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education, 29(0), 122-131. Doi:10.1016/J.tate.2012.09.002
  16. Ruffa, S.A. (2008). Going lean: How the best companies apply lean manufacturing principles to shatter uncertainty, drive innovation, and maximize profits. AMACOM (American Management Association).
  17. Santagata, R. (2009). Designing video-based professional development for mathematics teachers in low-performing schools. Journal of Teacher Education, 60(1), 38-51.
  18. Sebastian, J., & Allensworth, E. (2012). The influence of principal leadership on classroom instruction and student learning: A study of mediated pathways to learning. University Council for Educational Administration, 10, 626663.
  19. Shaha SH, Ellsworth H (2013). Multi-State, Quasi-experimental Study of the Impact of On-demand Professional Development on Students Performance. International Journal of Evaluation and Research in Education (IJERE). Vol.2, No. 4.
  20. Shaha SH, Ellsworth H (2014). Quasi-Experimental Study on the Impact of Online, On-Demand Professional Development on Educators in Title I Schools. Effective Education Journal.
  21. Shaha, S.H., Lewis, V.K., O'Donnell, T.J., & Brown, D.H. (2004). Evaluating professional development: An approach in verifying program impact on teachers and students. Journal of Research in Professional Learning, 1(1), 1.
  22. Wasik, B.A., & Hindman, A.H. (2011) Improving Vocabulary and Pre-Literacy Skills of at-Risk Preschoolers through Teacher Professional Development. Journal of Educational Psychology 103(2), 455-69.
  23. Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. Paris: International Institute for Educational Planning.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact