A Comparison of Perceived and Observed Learning From Professional Development: Relationships Among Self-Reports, Direct Assessments, and Teacher Characteristics

The success of professional development programs has typically been determined based on their impact on teacher learning, without much attention being given to the data sources used. Large-scale studies have generally relied on teachers’ self-reports, whereas small-scale studies have included more direct assessments and observations of teacher learning. The purpose of this study was to compare teachers’ self-reported gains in mathematical...