• Rose M. MarraEmail author
  • Fran Arbaugh
  • John Lannin
  • Sandra Abell
  • Mark Ehlert
  • Rena Smith
  • Dominike Merle-Johnson
  • Meredith Park Rogers


Given the large investment in teacher professional development (PD), further understanding of the factors that impact PD success is needed. In a previous study, the authors established a framework for categorizing PD projects using the notion of orientations. A PD orientation is comprised of project characteristics that drive the PD design and implementation for that project. In this study, we applied this orientation framework to 14 science and mathematics PD projects and examined the relationship between projects of differing orientations and PD outcomes (e.g. perceived improvement in teaching practices). The results provide support for the value of the framework and demonstrate that PD projects with different orientations exhibit differing participant outcomes. This study also provides evidence of the value of this research framework for understanding how PD implementation characteristics are related to PD outcomes, as well as points to the value of a “balanced” orientation where both content and pedagogy are addressed in equal parts.

Key words

assessment mathematics multi-site professional development professional development outcomes science 


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Copyright information

© National Science Council, Taiwan 2010

Authors and Affiliations

  • Rose M. Marra
    • 1
    Email author
  • Fran Arbaugh
    • 2
  • John Lannin
    • 1
  • Sandra Abell
    • 1
  • Mark Ehlert
    • 1
  • Rena Smith
    • 1
  • Dominike Merle-Johnson
    • 1
  • Meredith Park Rogers
    • 3
  1. 1.University of MissouriColumbiaUSA
  2. 2.The Pennsylvania State UniversityUniversity ParkUSA
  3. 3.Indiana UniversityBloomingtonUSA

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