Long-term Impact of On-demand PD on Student Performance: A Longitudinal Multi-State Study
Kelly Glassett, School Improvement Network, United States ; Steven Shaha, University of Utah, United States
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
The long term effects of PD on educators’ ability to affect student performance remain virtually unstudied. This quasi-experimental, longitudinal study, which including data 25 States and 78 districts, compared student achievement scores over multiple years for schools whose teachers used an online, on-demand professional development offerings. The objective was to evaluate to what degree student scores might improve, decline or plateau with participation in professional development over multiple years. Results showed significant gains in student performance across the number of years of participation, with significant continuation in growth across years. Findings validate a significant predictive relationship between the number of years educators participated in the PD and improvements quantified in student performance. Inferences of findings to other PD approaches or offerings, or other student or educator populations or setting, are discussed.
Glassett, K. & Shaha, S. (2014). Long-term Impact of On-demand PD on Student Performance: A Longitudinal Multi-State Study. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 668-671). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)