Lieberman, A., & Grolnick, M. (1996). Networks and reform in American education. Teachers College Record, 98(1), 7.

- suggest that educational networks “appear to be a way of engaging school-based educators in better directing their own learning; allowing them to sidestep the limitations of institutional roles, hierarchies, and geographic locations; and encouraging them to work with many different kinds of people” (p. 1).

Brewer, T. (1999). Art Teacher Profile and Preference. Studies in Art Education. 41(1) 61-70.

- finds that teachers were more than twice as interested in art studio classes as they were in other types of professional development (in the other 4 content areas or teaching methodologies as a whole). 
- The teachers showed the least amount of interest in teaching philosophies and art advocacy/policy.

Charland, W. (2006). The Art Association/Higher Education Partnership: Implementing Residential Professional Development. Arts Education Policy Review, 107(6), 31-39.

- Despite art being labeled a “core subject” in NCLB, art teachers rarely benefit from funds designated for PD because the money is channeled through districts, who often struggle to provide art teachers with content-based PD
- It is the responsibility of the art association in the state to work to provide meaningful professional development to its members

Conway, C. M., Hibbard, S., Albert, D., & Hourigan, R. (2005). Professional Development for Arts Teachers. Arts Education Policy Review, 107(1), 3-9.

- “Professional development activities for all teachers have been largely geared toward the ‘traditional’ academic subject teachers, ignoring the different and sometimes unique needs of art educators” (p. 4). 
- school districts have a hard time providing the content-specific professional development needed by arts educators.
- if teachers are required to meet state requirements regarding professional development hours and school districts are not providing the type of professional development opportunities many arts educators are seeking, many educators seek out their own professional development opportunities.

Jeffers, C. (1996). Professional Development in Art Education Today: A Survey of Kansas Art
         Teachers. Studies in Art Education, 37(2) 101-114.

  - found that many of the professional needs and interests of beginning, mid-career, and veteran art teachers differ significantly
  - the Discipline-Based Art Education reform of the mid 1980s did not significantly impact the working conditions of art teachers.

Sabol, F. R. (2006). Professional Development in Art Education: A Study of Needs, Issues, and Concerns of Art Educators.
View entire article here .

- The respondents indicated when they attended these PD opportunities (during school 68%, on weekends 62%, after school 61%, during the summer 61% - 41% of participants agreed that their schools’ PD activities were beneficial, while 19% percent were undecided, and 34% percent disagreed. 
- 70% of respondents reported that their state art education association provided beneficial PD experiences and 66% percent felt the NAEA provided beneficial PD experiences.
- 2,515 (80%) of subjects reported that they felt they had PD experiences that were not useful
- 37% of administrators have asked their art teacher about their professional development needs. 
- Less than half (42%) of respondents reported that they felt they received adequate support to attend PD experiences (p. 8).