{"title":"Teacher Professional Development and Student Reading in Middle and High School: A Systematic Review and Meta-Analysis","authors":"Badriah Basma, R. Savage","doi":"10.1177/00224871231153084","DOIUrl":null,"url":null,"abstract":"This systematic review investigates the effect of teacher professional development (TPD) on adolescent students’ reading achievement in middle and high school. A systematic search of TPD and student reading achievement studies (1975–2020) identified 15 medium-quality articles meeting this study’s inclusion criteria. A meta-analysis of 14 of these studies corrected by Hedges’ g showed that TPD on student reading was associated with a small overall effect of g = 0.062, p < .05 on student reading outcomes. However, the effect size was moderated by delivery of the TPD, TPD hours, student population, and assessment. None of the 14 studies reported TPD theory-driven quality indicators for TPD delivery (e.g., school support, use of technology, and promotion of self-reflection or reported measures of teacher change). Conclusion of findings in literacy TPD includes the need for TPD theory-driven studies.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"214 - 228"},"PeriodicalIF":3.1000,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00224871231153084","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2
Abstract
This systematic review investigates the effect of teacher professional development (TPD) on adolescent students’ reading achievement in middle and high school. A systematic search of TPD and student reading achievement studies (1975–2020) identified 15 medium-quality articles meeting this study’s inclusion criteria. A meta-analysis of 14 of these studies corrected by Hedges’ g showed that TPD on student reading was associated with a small overall effect of g = 0.062, p < .05 on student reading outcomes. However, the effect size was moderated by delivery of the TPD, TPD hours, student population, and assessment. None of the 14 studies reported TPD theory-driven quality indicators for TPD delivery (e.g., school support, use of technology, and promotion of self-reflection or reported measures of teacher change). Conclusion of findings in literacy TPD includes the need for TPD theory-driven studies.
期刊介绍：
The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).
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