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It synthesizes findings from longitudinal and funded studies, emphasizing teacher preparation effects, the importance of effective adult-learning elements, and targeted interventions for both in-service and preservice contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-summary-of-professional-development-research/585475/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-summary-of-professional-development-research/585475.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What outcomes does NCSER aim to improve through professional development for special educators?","Question",{"text":112,"@type":113},"NCSER focuses on improving effective strategies that enhance student learning and achievement, social and behavioral skills, and high school transition outcomes for students with disabilities or at risk.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the research suggest about what makes professional development effective for adult learners?",{"text":117,"@type":113},"Effective professional development should be learner-centered, address important content knowledge, provide opportunities to try new practices and receive feedback, and occur in a collaborative environment.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is data-based decision making highlighted in the document?",{"text":121,"@type":113},"Educational data-management systems are increasingly used, but improving academic and behavioral outcomes requires practical procedures for using data in daily problem solving, supported by teacher/team-level professional development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585475,1792145037,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","A Summary of Professional Development  \nResearch  \nNational Center for Special Education Research  \nFY 2006-FY 2016  \nSummarized by Robert Ochsendorfand Katherine Taylor  \nIntroduction  \nThe National Center for Special Education Research (NCSER) supports research that contributes to the identification of effective strategies for improving the performance of current teachers and other instructional personnel, and related services providers in ways that increase student learning and achievement, social and behavioral skills, and high school transition outcomes for students with or at risk for disabilities. Most students with disabilities (95%) are educated in general education classrooms for at least some portion of their school day, with more than half of all students with disabilities (61%) educated in the general education classroom for most of the school day (Snyder & Dillow, 2015). Thus, general and special educators share educational responsibilities for students with disabilities. In the most recent Schools and Staffing Survey nearly two-thirds of the public school teachers surveyed indicated that they had not received professional development during the previous year focused on how to teach students with disabilities (U.S. Department of Education, 2013) . Research to support teachers working with students with or at risk for disabilities is critical to ensure students’ optimal education outcomes.  \nAnalyses of longitudinal data from Florida by Tim Sass at Georgia State University indicate important implications for preparing teachers for educating students with disabilities. This research found that pre-service preparation in special education has statistically significant and quantitatively substantial effects on the ability of teachers of special education courses to promote gains in achievement for students with disabilities, especially in reading. In particular, certification in special education, an undergraduate major in special education and the amount of special education coursework in college are all positively correlated with the performance of teachers in special education reading courses (Sass & Feng, 2013) .  \nResearch that NCSER has funded since 2010 has focused primarily on the development and testing of professional development interventions for in-service teachers in early childhood and K-12 settings. Despite being focused on in-service teachers, much of this research is relevant and important for preservice teacher training as well.  \nResearch on adult learning has highlighted the importance of four elements for professional development to be effective for improving teacher-related outcomes. Specifically, the research suggests that professional development: (a) be learner-centered, building on individual teachers’ strengths and needs; (b) address important content knowledge; (c) provide individuals with opportunities to test their understanding by trying things out and receiving feedback; and (d) occur within a collaborative environment (Bransford, Brown, & Cocking, 1999) . This framework highlights the importance of individualized work with teachers that focuses on content knowledge and effective pedagogy within an identified domain (e.g., literacy, mathematics) as critical for professional development. There is also evidence that brief workshops are ineffective in promoting lasting changes in instruction, a finding that is consistent with this framework on professional development and adult learning (Zaslow, et al., 2011) . The professional development interventions that have been funded by NCSER reflect this framework by focusing on targeted, individualized work with both general education and special education teachers of students with or at risk for disabilities (e.g., through individualized coaching, mentoring and/or consultation) to promote content knowledge, to provide ongoing opportunities for teachers to try out new approaches to instruction and classroom management, and to receive feedback on","cbCaisevM0DJNfJl","https://ap.wps.com/l/cbCaisevM0DJNfJl","pdf",222992,"English","# Introduction\n## Data-Based Decision Making","[{\"question\":\"What outcomes does NCSER aim to improve through professional development for special educators?\",\"answer\":\"NCSER focuses on improving effective strategies that enhance student learning and achievement, social and behavioral skills, and high school transition outcomes for students with disabilities or at risk.\"},{\"question\":\"What does the research suggest about what makes professional development effective for adult learners?\",\"answer\":\"Effective professional development should be learner-centered, address important content knowledge, provide opportunities to try new practices and receive feedback, and occur in a collaborative environment.\"},{\"question\":\"Why is data-based decision making highlighted in the document?\",\"answer\":\"Educational data-management systems are increasingly used, but improving academic and behavioral outcomes requires practical procedures for using data in daily problem solving, supported by teacher/team-level professional development.\"}]","A Summary of Professional Development - Research | PDF",1792054834,23]