Evidence-based design principles for effective professional development: A critical appraisal of the evidence

Christa S.C. Asterhan, Adam Lefstein

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

Scholarly efforts to identify core design features for effective professional development (PD) efforts have rapidly grown in the last two decades. Based on extensive literature reviews, meta analyses and large-scale quantitative studies, scholars have arrived at short lists of core design principles for effective PD programs. These design principles are presented as based on strong evidence from large-scale, replicated and rigorous research studies, and as at the heart of consensus among PD scholars. In the present essay, we appraise the quality of the evidence on which this claim is based. We identify several major flaws in the research base on which such claims are based and conclude that, overall, the evidence is weak and claims about strong evidence-based findings is misleading. Additional reservations about this research program are discussed.

Original languageEnglish
Title of host publication14th International Conference of the Learning Sciences
Subtitle of host publicationThe Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings
EditorsMelissa Gresalfi, Ilana Seidel Horn
PublisherInternational Society of the Learning Sciences (ISLS)
Pages2046-2052
Number of pages7
ISBN (Electronic)9781732467286
StatePublished - 1 Jan 2020
Event14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States
Duration: 19 Jun 202023 Jun 2020

Publication series

NameComputer-Supported Collaborative Learning Conference, CSCL
Volume4
ISSN (Print)1573-4552

Conference

Conference14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
Country/TerritoryUnited States
CityNashville
Period19/06/2023/06/20

ASJC Scopus subject areas

  • Human-Computer Interaction
  • Education

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