Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects

Autor/inn/en	Didion, Lisa; Toste, Jessica R.; Filderman, Marissa J.
Titel	Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects
Quelle	In: Journal of Research on Educational Effectiveness, 13 (2020) 1, S.29-66 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Didion, Lisa) ORCID (Toste, Jessica R.) ORCID (Filderman, Marissa J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2019.1670884
Schlagwörter	Faculty Development; Reading Achievement; Program Effectiveness; Kindergarten; Elementary School Students; Middle School Students; Educational Research; Teacher Characteristics; Student Characteristics; Preschool Teachers; Elementary School Teachers; Middle School Teachers; Students with Disabilities; At Risk Students + Suchen Sie Ihr Suchwort? Leseleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Bildungsforschung; Pädagogische Forschung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Disability; Disabilities; Studentin; Behinderung
Abstract	Research-based instruction is necessary to support students' reading development, and professional development (PD) is a critical avenue to ensuring high-quality instructional practices. To date, there has been no comprehensive review focused on the effects of teacher PD on student reading achievement. As such, the purpose of the present meta-analysis was to examine the impact of teacher PD on reading outcomes for students in kindergarten through 8th grade. A secondary aim was to determine whether study, program, or participant characteristics were potential moderators of these effects. A comprehensive search of published and unpublished research between 1975 and 2017 resulted in 28 studies that met prescribed criteria. Results indicate that teacher PD has a moderate and significant, positive average effect on reading achievement. However, moderator analyses did not explain the variance in the effects of PD on student outcomes. Primarily, studies represented typically-developing students in the elementary grades, with only three studies including middle school students and four studies including reading outcomes of students with or at-risk for reading disabilities. Recommendations for improved study designs that allow for more in-depth investigation of the characteristics of effective PD and mechanisms of change in student outcomes are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01