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Factors Affecting the Impact of Professional Development Programs On Teachers’ Knowledge, Practice, Student Outcomes & Efficacy Lawrence Ingvarson Marion Meiers Adrian Beavis Australian Council for Educational Research Citation: Ingvarson, L., Meiers, M. & Beavis, A. (2005, January 29). Factors affecting the impact of professional development programs on teachers’ knowledge, practice, student outcomes & efficacy. Education Policy Analysis Archives, 13(10). Retrieved [date] from http://epaa.asu.edu/epaa/v13n10/. This article was accepted by the previous Editor, Gene V Glass (1993-2004). Abstract This report examines effects of structural and process features of professional development programs on teachers’ knowledge, practice and efficacy. It is based on four recent (2002-2003) studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3,250 teachers who had participated in eighty individual professional development1 activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed based on recent research into the characteristics of effective professional development and tested using blockwise regression analysis. The model included contextual factors (e.g., school support), structural features of programs (e.g. ,length), process features (e.g., emphasis on content; active learning; examination of student work; feedback; follow-up), a mediating variable (level of professional community generated), and four outcome measures (knowledge; practice; student learning and efficacy). Consistent significant direct effects were found across the four studies for the impact of content focus, active learning, and follow-up on knowledge and professional community. Feedback was rarely incorporated into program design. Impact on efficacy was strongly related to the perceived impact of activities on teachers’ practice and student learning outcomes. Access this article in PDF format.

The World Wide Web address for the Education Policy Analysis Archives is epaa.asu.edu Editor: Sherman Dorn, University of South Florida Production Assistant: Chris Murrell, Arizona State University General questions about appropriateness of topics or particular articles may be addressed to the Editor, Sherman Dorn, epaa-editor@shermandorn.com. The Commentary Editor is Casey D. Cobb: casey.cobb@uconn.edu. EPAA Editorial Board Michael W. Apple University of Wisconsin David C. Berliner Arizona State University Greg Camilli Rutgers University Linda Darling-Hammond Stanford University Mark E. Fetler California Commission on Teacher Credentialing Gustavo E. Fischman Arizona State Univeristy Richard Garlikov Birmingham, Alabama Gene V Glass Arizona State Univeristy Thomas F. Green Syracuse University Aimee Howley Ohio University Craig B. Howley Appalachia Educational Laboratory William Hunter University of Ontario Institute of Technology Patricia Fey Jarvis Seattle, Washington Daniel Kallós Umeå University Benjamin Levin University of Manitoba Thomas Mauhs-Pugh Green Mountain College Les McLean University of Toronto Heinrich Mintrop University of California, Los Angeles Michele Moses Arizona State University Gary Orfield Harvard University Anthony G. Rud Jr. Purdue University Jay Paredes Scribner University of Missouri Michael Scriven University of Auckland Lorrie A. Shepard University of Colorado, Boulder Robert E. Stake University of Illinois—UC Kevin Welner University of Colorado, Boulder Terrence G. Wiley Arizona State University John Willinsky University of British Columbia EPAA Spanish & Portuguese Language Editorial Board Associate Editors Gustavo E. Fischman Arizona State University & Pablo Gentili Laboratório de Políticas Públicas Universidade do Estado do Rio de Janeiro Founding Associate Editor for Spanish Language (1998—2003) Roberto Rodríguez Gómez Universidad Nacional Autónoma de México Argentina Alejandra Birgin Ministerio de Educación, Argentina       Email: abirgin@me.gov.ar Mónica Pini Universidad Nacional de San Martin, Argentina       Email: mopinos@hotmail.com, Mariano Narodowski Universidad Torcuato Di Tella, Argentina       Email: Daniel Suarez Laboratorio de Politicas Publicas-Universidad de Buenos Aires, Argentina       Email: daniel@lpp-buenosaires.net Brasil Gaudêncio Frigotto Professor da Faculdade de Educação e do Programa de Pós-Graduação em Educação da Universidade Federal Fluminense, Brasil       Email: gfrigotto@globo.com Vanilda Paiva       Email:vppaiva@terra.com.br Lilian do Valle Universidade Estadual do Rio de Janeiro, Brasil       Email: lvalle@infolink.com.br Romualdo Portella do Oliveira Universidade de São Paulo, Brasil       Email: romualdo@usp.br Roberto Leher Universidade Estadual do Rio de Janeiro, Brasil       Email: rleher@uol.com.br Dalila Andrade de Oliveira Universidade Federal de Minas Gerais, Belo Horizonte, Brasil       Email: dalila@fae.ufmg.br Nilma Limo Gomes Universidade Federal de Minas Gerais, Belo Horizonte       Email: nilmagomes@uol.com.br Iolanda de Oliveira Faculdade de Educação da Universidade Federal Fluminense, Brasil       Email: iolanda.eustaquio@globo.com Walter Kohan Universidade Estadual do Rio de Janeiro, Brasil       Email: walterko@uol.com.br Canadá Daniel Schugurensky Ontario Institute for Studies in Education, University of Toronto, Canada       Email: dschugurensky@oise.utoronto.ca Chile Claudio Almonacid Avila Universidad Metropolitana de Ciencias de la Educación, Chile       Email: caa@rdc.cl María Loreto Egaña Programa Interdisciplinario de Investigación en Educación (PIIE), Chile       Email: legana@academia.cl España José Gimeno Sacristán Catedratico en el Departamento de Didáctica y Organización Escolar de la Universidad de Valencia, España       Email: Jose.Gimeno@uv.es Mariano Fernández Enguita Catedrático de Sociología en la Universidad de Salamanca. 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