Billions of dollars are spent
annually on professional development (PD) for educators, yet few randomized
controlled trials have demonstrated the ultimate impact PD has on student
learning.
This study used a
school-level, randomized, experimental design to investigate impacts of a PD
intervention in two areas: (a) teacher self-efficacy, burnout, and professional
engagement and satisfaction; and (b) the academic, civic, social, and ethical
competencies of 9th and 10th grade students in the teachers’ classes.The study
involved 113 teachers and 1,371 9th and 10th grade students in 60 high schools
from eight metropolitan regions in the United States.
The intervention, Facing
History and Ourselves, https://www.facinghistory.org/for-educators/workshops-and-seminars
provides PD through a five-day seminar, curricular materials, and follow-up
coaching and workshops to help teachers develop their capacities to implement
an interdisciplinary historical case study unit using student-centered
pedagogy.
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