Excerpts from Middle Grades Research Journal, Information Age Publishing, Volume 6- No.3, Fall 2011

“[T]hree factors were found to be in place that were positively related to effective professional development resulting in positive teaching and learning outcomes: (1) the professional development per se must be sustained for at least two years and (2) implemented in the classroom for more than 1.5 years with (3) 75% or more teachers in the school participating.” (Hough, 137)

“By implementing school- and teacher-driven character education professional development at high levels over an extended period of time, high-poverty schools can succeed. This is not to say that improving conditions in schools is not important; to the contrary, improving conditions in schools is imperative, and one now documented way to achieve this is through effective professional development focused on character education as a model for classroom management and instructional support.” (Hough 2011, 138)

“Teachers were found to base classroom management approaches on research-based strategies, and [they] incorporated these strategies into everyday instructional methods. When this is accomplished by 75% or more of teachers in any given elementary or middle grades school (or a combination of both, say in an elemiddle school setting) for more than 1.5 years, statistically significant improvements in behavior, attendance, and achievement can be documented.” (Hough 2011, 137)

Purchase the Middle Grades Research Journal, Fall 2011 Issue, from Information Age Publishing