Kwang Suk Yoon

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.

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.

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.

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.

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?