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.

Preview

Text Savage_article.pdf - Accepted Version Download (776kB) | Preview

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.

Download activity - last month

Export as XMLJSONCSV

Download activity - last 12 months

Export as JSONCSVXML

Downloads by country - last 12 months

Export as CSVJSONXML

Archive Staff Only

View Item