scispace - formally typeset
Search or ask a question
Author

Kwang Suk Yoon

Bio: Kwang Suk Yoon 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 16, co-authored 19 publications receiving 11047 citations.

Papers
More filters
Journal ArticleDOI
TL;DR: The authors used a large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning, and found that content knowledge, opportunities for active learning and coherence with other learning activities significantly affect teacher learning.
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.

4,964 citations

Journal ArticleDOI
TL;DR: This paper examined 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, and examined features of teachers' professional development and its effects on changing teaching practice in mathematics and science from 1996-1999.
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.

1,579 citations

01 Jan 2007
TL;DR: This paper found that teachers who receive sub-stantial professional development (an average of 49 hours in the nine studies) can boost their students' achievement by about 21 percentile points, and the effect size was fairly consistent across the three content areas reviewed.
Abstract: Summary Of the more than 1,300 studies identi-fied as potentially addressing the effect of teacher professional development on student achievement in three key con-tent areas, nine meet What Works Clear-inghouse evidence standards, attesting to the paucity of rigorous studies that directly examine this link. This report finds that teachers who receive sub-stantial professional development—an average of 49 hours in the nine studies—can boost their students’ achievement by about 21 percentile points. How does teacher professional development affect student achievement? The connection seems intuitive. But demonstrating it is difficult. Examining more than 1,300 studies identified as potentially addressing the effect of teacher professional development on student achieve-ment in three key content areas, this report finds nine that meet What Works Clearing-house evidence standards. That only nine meet standards attests to the paucity of rigorous studies that directly assess the effect of in-service teacher professional development on student achievement in mathematics, science, and reading and English/language arts.But the results of those studies—that average control group students would have increased their achievement by 21 percentile points if their teacher had received substantial profes-sional development—indicates that provid-ing professional development to teachers had a moderate effect on student achievement across the nine studies. The effect size was fairly consistent across the three content areas reviewed. All nine studies focused on elementary school teachers and their students. About half fo-cused on lower elementary grades (kindergar-ten and first grade), and about half on upper elementary grades (fourth and fifth grades).Six studies were published in peer-reviewed journals; three were unpublished doctoral dissertations. The studies were not particularly recent, ranging from 1986 to 2003.Five studies were randomized controlled trials that meet evidence standards without reserva-tions. Four studies meet evidence standards with reservations (one randomized controlled trial with group equivalence problems and three quasi-experimental designs).Four focused on student achievement in read-ing and English/language arts—unsurprising given the large literature in this content area. Two studies focused on mathemat-ics, two on mathematics and reading and

1,510 citations

Journal ArticleDOI
TL;DR: This article assessed change over three years in elementary school children's competence beliefs and subjective task value in the domains of math, reading, instrumental music, and sports, and found that children's interest in reading and instrumental music decreased but their interest in sports and math did not.
Abstract: The authors assessed change over 3 years in elementary school children's competence beliefs and subjective task value in the domains of math, reading, instrumental music, and sports. The longitudinal sample consisted of approximately 615 mostly White, lower middle to middle-class children. Stability correlations indicated moderate to strong stability in children's beliefs, especially older children's competence beliefs. The relation of children's ratings of their competence in each domain to estimates of their competence in those domains provided by both parents and teachers increased over the early elementary grades. Children's competence beliefs and ratings of the usefulness and importance of each activity decreased over time. Children's interest in reading and instrumental music decreased, but their interest in sports and math did not. Gender differences in children's competence beliefs and subjective task values did not change over time.

987 citations

Journal ArticleDOI
TL;DR: Yoon et al. as mentioned in this paper reviewed the evidence on how teacher professional development affects student achievement and shed new light on the complex relationship between professional development and improvements in student learning, and they also led to new and better research on this vitally important dimension of the educational improvement What Works in Professional Development?
Abstract: hat do we really know about the relationship between professional development and improvements in student learning? What evidence validates that relationship, and how trustworthy is that evidence? What does that evidence tell us about the characteristics of truly effective professional development activities? These questions guided one of the largest and most inclusive syntheses of research on effective professional development conducted to date. Scholars from the American Institutes for Research analyzed findings from over 1,300 studies that potentially address the effect of professional development on student learning outcomes. The project was sponsored by the Regional Education Laboratory-Southwest (REL SW) and funded by the Institute of Education Sciences of the U.S. Department of Education. The findings from this comprehensive analysis, titled Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement (Yoon et al. 2007), shed new light on the complex relationship between professional development and improvements in student learning. It is hoped that they also will lead to new and better research on this vitally important dimension of the educational improvement What Works in Professional Development?

798 citations


Cited by
More filters
Journal ArticleDOI
TL;DR: The authors end the chapter with a discussion of how to integrate theories of self-regulation and expectancy-value models of motivation and suggest new directions for future research.
Abstract: ▪ Abstract This chapter reviews the recent research on motivation, beliefs, values, and goals, focusing on developmental and educational psychology. The authors divide the chapter into four major sections: theories focused on expectancies for success (self-efficacy theory and control theory), theories focused on task value (theories focused on intrinsic motivation, self-determination, flow, interest, and goals), theories that integrate expectancies and values (attribution theory, the expectancy-value models of Eccles et al., Feather, and Heckhausen, and self-worth theory), and theories integrating motivation and cognition (social cognitive theories of self-regulation and motivation, the work by Winne & Marx, Borkowski et al., Pintrich et al., and theories of motivation and volition). The authors end the chapter with a discussion of how to integrate theories of self-regulation and expectancy-value models of motivation and suggest new directions for future research.

5,444 citations

Journal ArticleDOI
TL;DR: The expectancy-value theory of motivation is discussed, focusing on an expectancy- value model developed and researched by Eccles, Wigfield, and their colleagues, and its components are compared to those of related constructs, including self-efficacy, intrinsic and extrinsic motivation, and interest.

5,389 citations

BookDOI
01 Nov 2000
TL;DR: From Neurons to Neighborhoods as discussed by the authors presents the evidence about "brain wiring" and how children learn to learn to speak, think, and regulate their behavior, and examines the effect of the climate-family, child care, community-within which the child grows.
Abstract: How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.

5,295 citations

01 Sep 2012
TL;DR: In this article, a Mars Exploration Program 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.
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

4,486 citations

Journal ArticleDOI
TL;DR: Teacher professional development is essential to efforts to improve our schools and as discussed by the authors provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning and suggests some important directions and strategies for extending our knowledge into new territory of questions not yet explored.
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.

3,861 citations