Professional Development Study of 106 Adult Education Teachers in New England, 1998-2000

106 adult education teachers from Connecticut, Maine, and Massachusetts participated in the NCSALL Professional Development Study between 1998 and 2000. The study, authored by Christine Smith, investigated how teachers changed after participating in one of three professional development models focused on learner persistence. It measured the amount and type of change and identified influencing factors at individual, program, and system levels.

Use Cases

• Modeling the impact of professional development models on teacher change based on the study's three intervention types
• Identifying key factors influencing teacher change based on individual, program, and system variables described
• Analyzing correlations between teacher motivation, experience, and professional development outcomes
• Studying the differential impact of professional development on classroom practice versus other professional roles

Strengths

• Study design includes 106 teachers across three states, providing a multi-site sample
• Explicitly measures two dimensions of teacher change: amount and type
• Investigates multiple influencing factors including individual, professional development, program, and system levels

Limitations

• Row count and column-level documentation are absent; field semantics must be inferred after download
• Data is from a specific time period (1998-2000) and geographic region, which may limit generalizability
• License is closed, restricting reuse and redistribution

Provenance

Source

National Center for the Study of Adult Learning and Literacy (NCSALL) Professional Development Study

Collection Method

Research study conducted with teachers participating in professional development interventions

Time Range

1998-2000

Freshness

Last update date is unknown; freshness unverified

Geography

Three New England states: Connecticut, Maine, Massachusetts