In a recent report, the Research Partnership for Professional Learning evaluates common claims about teacher professional learning against research evidence.
“Our examination of the research found that, too often, commonly held beliefs about PL were not supported by research findings,” write the report’s three authors in the overview. “We noted anecdotal perceptions that did not stand up to scientific study and identified shared understandings of what does and does not work in PL that were based on an earlier generation of PL research.”
Read the results here.
