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Effective Teacher Professional Development: New Theory and a Meta-Analytic Test. EdWorkingPaper No. 22-507

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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
FullText Text:
  Availability: 0
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  Data: <searchLink fieldCode="AR" term="%22Sims%2C+Sam%22">Sims, Sam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5585-8202">0000-0002-5585-8202</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fletcher-Wood%2C+Harry%22">Fletcher-Wood, Harry</searchLink><br /><searchLink fieldCode="AR" term="%22O'Mara-Eves%2C+Alison%22">O'Mara-Eves, Alison</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0359-6423">0000-0002-0359-6423</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cottingham%2C+Sarah%22">Cottingham, Sarah</searchLink><br /><searchLink fieldCode="AR" term="%22Stansfield%2C+Claire%22">Stansfield, Claire</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0718-0409">0000-0002-0718-0409</externalLink>)<br /><searchLink fieldCode="AR" term="%22Goodrich%2C+Josh%22">Goodrich, Josh</searchLink><br /><searchLink fieldCode="AR" term="%22Van+Herwegen%2C+Jo%22">Van Herwegen, Jo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5316-1818">0000-0001-5316-1818</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anders%2C+Jake%22">Anders, Jake</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0930-2884">0000-0003-0930-2884</externalLink>)<br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink>
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Theories%22">Educational Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Objectives%22">Educational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink>
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  Data: 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.
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  Data: 2022
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  Data: ED616856
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      – Text: English
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      – SubjectFull: Faculty Development
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      – SubjectFull: Meta Analysis
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      – SubjectFull: Educational Theories
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Outcomes of Education
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