Teacher Education and Professional Development Commons^™

Impediments To Using Or Sharing What Is “Known”, Winifred Nweke, Virginia Elliott

Georgia Educational Researcher

The purpose of this mixed methods study was to investigate variables that impede the utilization of research findings in, or the transfer of learning from professional development workshops into, classroom best practices. Participants comprised 202 Georgia Master Teachers who attended Leadership Institutes. Participants were taught strategies for differentiating assessment. A 21-item online survey was used to collect data two months after the institute. Eighty-six teachers (42.6%) completed the survey. Fifty-five (64%) respondents had implemented, at least, one strategy. The strategies they found most useful were allowing students redo assignments for full credit, isolating and retesting specific standards rather than a …