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The article discusses the research which shows the best strategies for improving power in school-randomized studies of professional development in the U.S. The methods used to determine the effectiveness of school-randomized studies is discussed. It mentions that teachers' knowledge has the potential to transform designs which are unreasonably large for professional development research studies into feasible studies.

The article presents a pilot that explores the effectiveness of the Urinary Incontinence Scales to measure change after student participation in a disability-incontinence experiential learning activity study in the U.S. A significant increase in belief and practice subscale scores after participation in the experience were found in a comparison between pretest and posttest scores. Meanwhile, it is noted that positive correlations between the variables measured could not be established.