| Title: |
Effective Teacher Professional Development: New Theory and a Meta-Analytic Test. EdWorkingPaper No. 22-507 |
| Language: |
English |
| Authors: |
Sims, Sam (ORCID 0000-0002-5585-8202); Fletcher-Wood, Harry; O'Mara-Eves, Alison (ORCID 0000-0002-0359-6423); Cottingham, Sarah; Stansfield, Claire (ORCID 0000-0002-0718-0409); Goodrich, Josh; Van Herwegen, Jo (ORCID 0000-0001-5316-1818); Anders, Jake (ORCID 0000-0003-0930-2884); Annenberg Institute for School Reform at Brown University |
| Source: |
Annenberg Institute for School Reform at Brown University. 2022. |
| Availability: |
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org |
| Peer Reviewed: |
N |
| Page Count: |
51 |
| Publication Date: |
2022 |
| Sponsoring Agency: |
Education Endowment Foundation (EEF) (United Kingdom) |
| Document Type: |
Information Analyses |
| Descriptors: |
Faculty Development; Meta Analysis; Educational Theories; Comparative Analysis; Instructional Design; Teacher Effectiveness; Teaching Methods; Teacher Attitudes; Educational Objectives; Academic Achievement; Outcomes of Education; Correlation |
| Abstract: |
Multiple meta-analyses have now documented small positive effects of teacher professional development (PD) on pupil test scores. However, the field lacks any validated explanatory account of what differentiates more from less effective in-service training. As a result, researchers have little in the way of advice for those tasked with designing or commissioning better PD. We set out to remedy this by developing a new theory of effective PD based on combinations of causally active components targeted at developing teachers' insights, goals, techniques, and practice. We test two important implications of the theory using a systematic review and meta-analysis of 104 randomised controlled trials, finding qualified support for our framework. While further research is required to test and refine the theory, we argue that it presents an important step forward in being able to offer actionable advice to those responsible for improving teacher PD. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
ED616856 |
| Database: |
ERIC |