Journal article
Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects
Journal of research on educational effectiveness, Vol.13(1), pp.29-66
01/02/2020
DOI: 10.1080/19345747.2019.1670884
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 A comprehensive search of published and unpublished research between 1975 and 2017 resulted in 28 studies that met prescribed criteria.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.
Details
- Title: Subtitle
- Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects
- Creators
- Lisa Didion - Department of Special Education and the Meadows Center for Preventing Educational Risk, The University of Texas, Austin, Texas, USAJessica R. Toste - Department of Special Education and the Meadows Center for Preventing Educational Risk, The University of Texas, Austin, Texas, USAMarissa J. Filderman - Department of Special Education and the Meadows Center for Preventing Educational Risk, The University of Texas, Austin, Texas, USA
- Resource Type
- Journal article
- Publication Details
- Journal of research on educational effectiveness, Vol.13(1), pp.29-66
- Publisher
- Routledge
- DOI
- 10.1080/19345747.2019.1670884
- ISSN
- 1934-5747
- eISSN
- 1934-5739
- Grant note
- Office of Special Education Programs, U.S. Department of Education
- Language
- English
- Date published
- 01/02/2020
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984383276502771
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