Beatrice Birman

Bio: Beatrice Birman is an academic researcher from American Institutes for Research. The author has contributed to research in topics: Professional development & Academic achievement. The author has an hindex of 13, co-authored 27 publications receiving 8157 citations.

What Makes Professional Development Effective? Results From a National Sample of Teachers

Abstract: This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity.

Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study

Abstract: This article examines the effects of professional development on teachers’ instruction. Using a purposefully selected sample of about 207 teachers in 30 schools, in 10 districts in five states, we examine features of teachers’ professional development and its effects on changing teaching practice in mathematics and science from 1996–1999. We found that professional development focused on specific instructional practices increases teachers’ use of those practices in the classroom. Furthermore, we found that specific features, such as active learning opportunities, increase the effect of the professional development on teacher’s instruction.

Does Professional Development Change Teaching Practice? Results from a Three-Year Study.

Abstract: DOCUMENT RESUME

Providing Effective Professional Development: Lessons from the Eisenhower Program.

Abstract: Results are presented that show specific management and implementation strategies, such as aligning standards and assessments with professional development activities, continuous improvement efforts, and coordination with other funding sources, lead to higher quality professional development, as characterized by six identified features of professional development. Our country's current education reforms seek to foster high standards for teaching and learning for all children. Such standards are intended to create a fundamental shift in what students learn and how they are taught (National Educational Goals Panel, 1995; Porter, Archibald, & Tyree, 1991; Porter, Smithson, & Osthoff, 1994). The success of such ambitious education reforms hinges, in large part, on the qualifications of teachers. Student learning will be transformed only if high standards are reflected in teachers' classroom practice (Loucks-Horsley, Hewson, Love, & Stiles, 1998; National Commission on Teaching & America's Future, 1996). Not surprisingly, teachers' professional development has been the single largest investment of most reform initiatives. Unfortunately, much of this investment supports ineffective practices (Cohen, 1990; Cohen, McLaughlin, & Talbert, 1993; Elmore, Peterson, & McCarthy, 1996; Little, 1993; Richardson, 1994; Stiles, Loucks-Horsley, & Hewson, 1996). The work described here identifies specific characteristics that make in-service professional development effective, and the strategies school districts can use to provide such effective professional development. Findings are based on national probability samples of teachers and professional development providers, and a purposeful longitudinal sample of teachers. Results come from a coordinated set of studies designed to evaluate the effectiveness of the federal government's Eisenhower Professional Development Program (Birman et al., 2000; Garet et al., 2001; Desimone, Porter, Garet, Yoon & Birman, in press; Desimone, Porter, Birman, Garet & Yoon, in press). The Eisenhower Professional Development Program, established in 1984 and reauthorized in 1988 and 1994 as Title II of the Elementary and secondary Education Act (ESEA), is the federal government's largest investment solely focused on developing the knowledge and skills of classroom teachers. The Eisenhower program aims to support high-quality professional development primarily in mathematics and science. Part B of the Elsenhower program, with a 1999 appropriation of about $335 million, provides funds through state education agencies (SEAs) to school districts, and through state agencies for higher education (SAHEs) to institutions of higher education (IHEs) and nonprofit organizations. The study of Eisenhower professional development reported here contributes to our general knowledge about effective professional development activities and policies for promoting them for several reasons. First, our sample is generalizable to 93% of U.S. school districts, since at the time of the study, only 7% of districts did not receive Eisenhower funding. Second, the Eisenhower program is a source of funding for professional development activities, not a specific approach to professional development. The program funds a wide range of activities, including workshops and conferences, study groups, professional networks and collaboratives, task forces, and peer coaching. Third, activities supported by Eisenhower are often co-funded with other sources-Eisenhower-assisted activities also may receive funding from states, school districts, and other federal programs. Therefore the information in this study about the quality and effects of Eisenhower-assisted activities also applies to professional development funded through other sources, at least in mathematics and science. Data During the 1997-98 school year, we conducted telephone interviews with a national probability sample of Eisenhower coordinators in 363 school districts. …

What Makes Professional Development Effective? Results From a National Sample of Teachers

Abstract: This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity.

기독교 사역과 Leadership

Abstract: Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

Abstract: 1 On behalf of NASA’s Mars Exploration Program, this lesson was prepared by Arizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of the California Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright 2014; 2012; 2010; 2000. Last edited: April 24, 2014 Marsbound! Mission to the Red Planet

Professional Development and Teacher Learning: Mapping the Terrain

Abstract: Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. It then suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored.