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\nLEARNING THROUGH  \nPLay  \nFoundational Research on  \nTeacher Professional Development  \nAUTHORS: Sophia Mansori  Jackie Zweig, PhD  Anne Huntington   \n[edc.org](edc.org)  \nTracy McMahon  \nAcknowledgements  \nWe are extremely grateful to the LEGO Foundation for their support of this work. We would specifically like to thank Bo Stjerne Thomsen and Carina Ottesen for their guidance throughout our research and their engagement with and contributions to this report. In addition, we appreciate LEGO Education staff’s contributions to the research plan and reflections on the resulting report.  \nWe are grateful to the teachers who participated in interviews and shared their experiences with and insights on teacher professional development.  \nThis work was informed by previous research on LEGO Education professional development efforts conducted by Tufts University Center for Engineering Education and Outreach.  \nThis project also benefitted from the wisdom of our EDC colleagues engaged in work related to Learning Through Play, including Shelley Pasnik and Megan Silander.  \nTable of Contents  \nIntroduction .................................................................. 3  \nEffective Teacher Professional Development ....... 7  \nEnabling and Supporting Conditions for Teacher Professional Development....................... 26  \nMeasuring Teacher and Student Outcomes ....... 33  \nImagining TPD for Learning Through Play...........46  \nAppendices ................................................................. 58  \nIntroduction   \nThe aspiration of the LEGO Foundation is to support children to become creative, engaged, lifelong learners, who thrive in a constantly changing world by experiencing the benefits of learning through play. Learning through play offers deep learning experiences that are joyful, meaningful, active, engaged, iterative, and social. The LEGO Foundation has identified several pedagogies that can be playful and afford these types of active learning experiences. These pedagogies include active learning, cooperative learning, experiential learning, guided discovery learning, inquiry-based learning, problem-based learning, project-based learning, and Montessori education (Parker & Thomsen, 2019) .  \nBringing learning through play pedagogies to schools and children requires major investmentsin teacher professional development (TPD) that builds teachers’ understanding of the value of learning through play, enables them to build and practice strategies and skills to support learning through play in the classroom, and supports their ongoing development as facilitators of this approach to teaching and learning. The LEGO Foundation funded Education Development Center (EDC) to conduct foundational research on the elements of effective TPD, the conditions that enable and support teacher implementation of learning through play pedagogies, and approaches to measuring teacher and student outcomes related to learning through play.  \nEDC’s research is guided by the following questions:  \n1. What are the components and characteristics of effective TPD interventions, particularly those that support learning through play pedagogies?  \n2. What are the enabling conditions that may moderate the impact of TPD interventions and the implementation of these pedagogies in classrooms?  \n3. How do existing research and evaluation studies of interventions aligned with learning through play measure teacher and/or student outcomes?  \nRESEARCH ON TPD 3  \nThis report brings together a review of existing research, exploration of existing programs, and interviews with teachers to illuminate the potential of TPD to support learning through play as well as the challenges present in this work. The goal of this report is to inform efforts to further this work in the United States. Given the specific conditions and challenges that arise from the U.S. context, we prioritize and focus our review on research based in the ","cbCaitBoFLpF0S8o","https://ap.wps.com/l/cbCaitBoFLpF0S8o","pdf",964983,75,"English","# Introduction\n# Effective Teacher Professional Development\n# Enabling and Supporting Conditions for Teacher Professional Development\n# Measuring Teacher and Student Outcomes\n# Imagining TPD for Learning Through Play\n# Appendices","[{\"question\":\"What is the core purpose of the report?\",\"answer\":\"The report aims to illuminate how teacher professional development can support learning through play and to identify challenges and elements that make TPD effective.\"},{\"question\":\"Which research questions guide the study of effective TPD?\",\"answer\":\"The study asks what components and characteristics make TPD effective, what enabling conditions moderate impacts in classrooms, and how existing research measures teacher and student outcomes.\"},{\"question\":\"How does the report approach measuring outcomes?\",\"answer\":\"It reviews existing instruments and evaluation approaches used to measure teacher and student outcomes related to TPD and learning-through-play pedagogies.\"}]","Learning Through Play - Foundational Research on Teacher Professional Development | PDF",1792049057,189]