@proceedings {26107,
	title = {Evidence-based Design Principles for Effective Professional Development: A Critical Appraisal of the Evidence},
	volume = {14},
	year = {2020},
	pages = {2046-2052},
	publisher = {International Society of the Learning Sciences},
	abstract = {Scholarly efforts to identify core design features for effective professional\&nbsp;development (PD) efforts have rapidly grown in the last two decades. Based on extensive\&nbsp;literature reviews, meta analyses and large-scale quantitative studies, scholars have arrived at\&nbsp;short lists of core design principles for effective PD programs. These design principles are\&nbsp;presented as based on strong evidence from large-scale, replicated and rigorous research studies,\&nbsp;and as at the heart of consensus among PD scholars. In the present essay, we appraise the quality\&nbsp;of the evidence on which this claim is based. We identify several major flaws in the research\&nbsp;base on which such claims are based and conclude that, overall, the evidence is weak and claims\&nbsp;about strong evidence-based findings are\&nbsp;misleading. Additional reservations about this research\&nbsp;program are discussed.},
	author = {Asterhan, C. S. C. and A. Lefstein}
}
