40 Years of Professional Development School Research: A Systematic Review of Methodology

• In Event: Professional Development School Research

Abstract

The purpose of this paper is to share findings from a systematic review of empirical, peer-reviewed Professional Development School (PDS) literature, specifically examining methods used, methodological rigor of the research, and student and/or professional outcomes resulting from the research. Specifically, we asked the following: 1) What types of methods are utilized in professional development school research? 2) What is the nature of methodological rigor for research conducted in professional development school contexts? 3) How is effectiveness measured and presented in professional development school research? Key findings include a dearth of student-focused empirical PDS research. As well, 68% of studies coded were qualitative studies compared to only 13% quantitative studies.

Authors

• Kate Ascetta, University of South Carolina
  Presenting Author

• Rachelle Curcio, University of North Florida
  Presenting Author

• Rebecca B. Smith-Hill, University of South Carolina
  Presenting Author