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Executive Summary

How Do School Districts Affect the Quality of Professional Development Provided to Teachers? Results from a National Sample of Districts

by Laura M. Desimone, Andrew C. Porter, Beatrice F. Birman, Michael S. Garet & Kwang Suk Yoon - 2002

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Cite This Article as: Teachers College Record Volume 104 Number 7, 2002, p. 1265-1312
https://www.tcrecord.org ID Number: 10979, Date Accessed: 5/20/2022 11:13:28 PM

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About the Author
Laura Desimone American Institutes for Research E-mail Author LAURA DESIMONE is assistant professor of public policy and education at Vanderbilt University. Her specializations are education reform and program evaluation. Andrew Porter University of Wisconsin, Madison E-mail Author ANDREW C. PORTER is director of the Wisconsin Center for Education Research and professor of educational psychology at the University of Wisconsin, Madison Beatrice Birman American Institutes for Research E-mail Author BEATRICE F. BIRMAN is managing research scientist at the American Institutes for Research. Her specializations are education reform and program evaluation. Michael Garet American Institutes for Research E-mail Author MICHAEL S. GARET is chief research scientist at the American Institutes for Research. His specializations are quantitative research methods, educational organizations, and education reform. Kwang Yoon American Institutes for Research E-mail Author KWANG SUK YOON is senior research scientist at the American Institutes for Research. His specializations are motivation and lifelong learning, longitudinal research methods, and program evaluation.

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Executive SummaryHow Do School Districts Affect the Quality of Professional Development Provided to Teachers? Results from a National Sample of Districts

Executive Summary

How Do School Districts Affect the Quality of Professional Development Provided to Teachers? Results from a National Sample of Districts