Professional Development for Teachers of Diverse Students: A Summary of the Research

This article summarizes findings from a research review of professional development for teachers of students from traditionally underrepresented populations, including those from diverse cultural, linguistic, and socioeconomic backgrounds. Questions addressed in this review include: (a) What constitutes professional development for teachers of diverse students? (b) How does professional development for teachers of diverse students impact teacher outcomes? and (c) How does professional development for teachers of diverse students impact student outcomes? Manual and database searches of studies conducted in the United States from 1986 to 2003 and published in peer-reviewed journals yielded 56 qualitative and quantitative studies after synthesis criteria were applied. Of these, 18 met the criteria for rigorous research. In general, findings suggest that little evidence exists for determining the effectiveness of various professional development approaches.