Have you given much thought to how you learn? When you are planning learning experiences to help other professionals learn new knowledge and skills, are you using practices that will make a difference?
Always on the look-out for research on professional learning, I was pleased to discover a study by Carl Dunst and Carol Trivette (2012)[1] that examines the effectiveness of evidence-based adult learning practices. These researchers conducted a meta-analysis of 58 randomized controlled design studies of four adult learning methods – accelerated learning, coaching, guided design, and just-in-time training.
Participants who received instruction/training using the adult learning methods were compared with either participants who were taught using another type of instruction/training or participants who received no intervention. For a complete list of the studies, participant characteristics, adult learning method practices and outcomes for each of the studies see Dunst et.al (2010).
Reviewing the full list, it appears that the complexity of what participants were expected to learn and the settings in which they engaged in this learning were quite varied. While some of the selected studies examined teachers learning instructional strategies in professional development settings, the meta-analysis also considered studies examining the learning of undergraduate college students learning vocabulary, medical students learning effective feedback techniques from physicians, and employees acquiring telephone customer service skills. The lack of randomized control studies in professional development of educators would likely make it difficult to find enough studies to do a comprehensive meta-analysis of education related studies.
The meta-analysis conducted on these adult learning studies showed several important findings about which conditions and adult learning methods had the most benefits to the adult learners.
- Practices that more actively involved learners in the learning process had larger effects on knowledge, skills, attitudes, and beliefs.
- A combination of 4 or 5 different practices had optimal effects on learner outcomes.
- Optimal adult learner benefit was found in learning environments having fewer than 40 participants in applied settings.
- The largest average effect size was found when instruction/training lasted more than 20 hours where 4 or 5 of the practices were used.
The Dunst and Trivette (2012) study did not consider outcomes beyond reported changes to the adult participants’ knowledge, skills, attitudes, and beliefs. For example, the effects of adult learning on the achievement of K-12 students were not examined.
In a review of nine studies that did consider the relationship of teacher professional growth to student achievement, Yoon et al.(2007) found that sustained and intensive professional development was related to student learning outcomes. This review also found that time was an important variable – three studies of professional learning opportunities lasting 14 or fewer hours showed no effects on student learning. However, studies of programs that provided more than 14 hours of sustained professional learning showed significant positive effects. The largest effects were found for professional development offerings between 30 and 100 hours distributed over 6-12 months.
When district and school leaders design learning experiences for teachers and administrators, they should consider the research about what is needed for adults to learn and accomplish both the individual and organizational goals of professional development. For professional development to accomplish the intended goal of improving student achievement, it is essential for adult learners to have the time to learn, professional learning experiences that are structured to get results, and learning content that builds capacity in priority areas selected to address the needs of the students.
Research on learning should shape decisions about factors such as establishing a school with built-in professional development time, adequate budget for professional development time and supports, and team structures to enable problem solving and application of new learning. As states make decisions about policies and resources, attention to the research base is critical.
State technical assistance and leadership are needed to help local districts establish policies and practices that result in professional development plans with elements to provide adult learners effective learning experiences. State policy should be reviewed with an eye to what research tells us, to consider how policies either support or add barriers to delivering high quality professional development.
Dunst, C. J., & Trivette, C. M. (2012). Moderators of the effectiveness of adult learning method practices. Journal of Social Sciences, 8, 143-148. Retrieved from http://thescipub.com/abstract/10.3844/jssp.2012.143.148
Dunst, C. J., Trivette, C. M., and Hamby, D. W (2012). Meta-analysis of the effectiveness of four adult learning methods and strategies: Supplemental tables and references. Orelena Hawks Puckett Institute, North Carolina, USA retrieved from http://www.puckett.org/Meta-analysis-effectiveness-four-adult-learning-methods-strategies-Supplemental-tables-references.pdf
Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues and Answers Report, REL 2007 No. 033). Washington, DC: U.S. Department of Education, Regional Educational Laboratory Southwest.
[1] Both Carl Dunst and Carol Trivetteare are directors and researchers at the Orelena Hawks Puckett Institute in Asheville NC. Their work emphasizes professional development. A primary function of the Center is to translate research findings into evidence-based practices for supporting and strengthening child, parent, and family functioning.