Putnam, R. T., & Borko, H. (2000). What
do new views of knowledge and thinking have to say about research
on teaching and learning? Educational Researcher, 29(1),
This article reviews research on situated learning and discusses how this knowledge might be applied to professional development of teachers. The authors discuss what is known about where teachers learning experiences should be situated; the nature of discourse communities, such as communities of practice; and the importance of tools (such as computers) in teachers work. The authors support the idea that professional developmental should be grounded in some aspect of practice, and identified advantages and limitations of learning in different settings.
Wenglinsky, H. (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality. Princeton, NJ: Milken Family Foundation and Educational Testing Service. Retrieved from http://www.mff.org/publications/publications.taf?page=295
In this study, the author analyzes the impact of three types of teacher variables on student achievement: One of these variable is professional development. This research used the National Assessment of Educational Progress (NAEP) data for students in 8th grade science and mathematics classes and their teachers. The study found that (a) professional development in working with special populations; (b) professional development in higher order thinking skills for math; and (c) professional development in laboratory skills for science led to higher student achievement.
Wood, A. (2001). What does research
say about teacher induction and IHE/LEA collaborative programs?
Issues in Teacher Education 10(2), 68-81.
This article explores collaborative teacher induction programs that involve both higher education institutions and local education agencies. Four themes were identified: the need for multiple sources of support; the role of opportunities offered by Professional Development Schools; the role of teacher educators; and the role of site administrators.