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Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis

Basma, B; Savage, R; (2018) Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis. Educational Psychology Review , 30 (2) pp. 457-481. 10.1007/s10648-017-9416-4. Green open access

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Abstract

This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p < 0.001) but more than 30 PD hours was not significant (g = 0.143, p > .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p < 0.001 for high-quality studies, g = 0.077, p > 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement.

Type: Article
Title: Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/s10648-017-9416-4
Publisher version: http://dx.doi.org/10.1007/s10648-017-9416-4
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Systematic review, Meta-analysis, Teacher professional development, Reading
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/10041629
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