Evidence-based design principles for effective professional development: A critical appraisal of the evidence

Christa S.C. Asterhan; Adam Lefstein

Evidence-based design principles for effective professional development: A critical appraisal of the evidence

Christa S.C. Asterhan, Adam Lefstein

Department of Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

1 Scopus citations

Abstract

Scholarly efforts to identify core design features for effective professional development (PD) efforts have rapidly grown in the last two decades. Based on extensive literature reviews, meta analyses and large-scale quantitative studies, scholars have arrived at short lists of core design principles for effective PD programs. These design principles are presented as based on strong evidence from large-scale, replicated and rigorous research studies, and as at the heart of consensus among PD scholars. In the present essay, we appraise the quality of the evidence on which this claim is based. We identify several major flaws in the research base on which such claims are based and conclude that, overall, the evidence is weak and claims about strong evidence-based findings is misleading. Additional reservations about this research program are discussed.

Original language	English
Title of host publication	14th International Conference of the Learning Sciences
Subtitle of host publication	The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings
Editors	Melissa Gresalfi, Ilana Seidel Horn
Publisher	International Society of the Learning Sciences (ISLS)
Pages	2046-2052
Number of pages	7
ISBN (Electronic)	9781732467286
State	Published - 2020
Event	14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States Duration: 19 Jun 2020 → 23 Jun 2020

Publication series

Name	Computer-Supported Collaborative Learning Conference, CSCL
Volume	4
ISSN (Print)	1573-4552

Conference

Conference	14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
Country/Territory	United States
City	Nashville
Period	19/06/20 → 23/06/20

Bibliographical note

Publisher Copyright:
© 2020 International Society of the Learning Sciences (ISLS). All rights reserved.

Cite this

Asterhan, C. S. C., & Lefstein, A. (2020). Evidence-based design principles for effective professional development: A critical appraisal of the evidence. In M. Gresalfi, & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings (pp. 2046-2052). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 4). International Society of the Learning Sciences (ISLS).

Asterhan, Christa S.C. ; Lefstein, Adam. / Evidence-based design principles for effective professional development : A critical appraisal of the evidence. 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. editor / Melissa Gresalfi ; Ilana Seidel Horn. International Society of the Learning Sciences (ISLS), 2020. pp. 2046-2052 (Computer-Supported Collaborative Learning Conference, CSCL).

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abstract = "Scholarly efforts to identify core design features for effective professional development (PD) efforts have rapidly grown in the last two decades. Based on extensive literature reviews, meta analyses and large-scale quantitative studies, scholars have arrived at short lists of core design principles for effective PD programs. These design principles are presented as based on strong evidence from large-scale, replicated and rigorous research studies, and as at the heart of consensus among PD scholars. In the present essay, we appraise the quality of the evidence on which this claim is based. We identify several major flaws in the research base on which such claims are based and conclude that, overall, the evidence is weak and claims about strong evidence-based findings is misleading. Additional reservations about this research program are discussed.",

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Asterhan, CSC & Lefstein, A 2020, Evidence-based design principles for effective professional development: A critical appraisal of the evidence. in M Gresalfi & IS Horn (eds), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. Computer-Supported Collaborative Learning Conference, CSCL, vol. 4, International Society of the Learning Sciences (ISLS), pp. 2046-2052, 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020, Nashville, United States, 19/06/20.

Evidence-based design principles for effective professional development: A critical appraisal of the evidence. / Asterhan, Christa S.C.; Lefstein, Adam.
14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. ed. / Melissa Gresalfi; Ilana Seidel Horn. International Society of the Learning Sciences (ISLS), 2020. p. 2046-2052 (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 4).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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Asterhan CSC, Lefstein A. Evidence-based design principles for effective professional development: A critical appraisal of the evidence. In Gresalfi M, Horn IS, editors, 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. International Society of the Learning Sciences (ISLS). 2020. p. 2046-2052. (Computer-Supported Collaborative Learning Conference, CSCL).

Evidence-based design principles for effective professional development: A critical appraisal of the evidence

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