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A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement. EdWorkingPaper No. 24-1023

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Bibliographic Details
Title: A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement. EdWorkingPaper No. 24-1023
Language: English
Authors: Kathleen Lynch, Kathryn E. Gonzalez, Heather C. Hill, Ramsey Merritt, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2024.
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: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 74
Publication Date: 2024
Document Type: Information Analyses
Descriptors: Meta Analysis, Mathematics Teachers, Science Teachers, Faculty Development, Pedagogical Content Knowledge, Teaching Methods, Mathematics Instruction, Science Instruction, Mathematics Achievement, Science Achievement, Intervention, Educational Research, Synthesis, Evidence, Instructional Effectiveness
Abstract: Inconsistent reporting of critical facets of classroom interventions and their related impact evaluations hinders the field's ability to describe and synthesize the existing evidence base. In this essay, we present a set of reporting guidelines intended to steer authors of classroom intervention studies toward providing more systematic reporting of key intervention features and setting-level factors that may affect interventions' success. The guidelines were iteratively developed using recommendations and feedback from scholars active in conducting and synthesizing classroom intervention research. This effort aims to open wider the 'black box' in classroom research, communicating key information with more precision and detail to practitioners and future researchers, and permitting the field to more efficiently accumulate and synthesize findings on classroom interventions, determining what works, for whom, and under what conditions.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED672389
Database: ERIC
Description
Abstract:Inconsistent reporting of critical facets of classroom interventions and their related impact evaluations hinders the field's ability to describe and synthesize the existing evidence base. In this essay, we present a set of reporting guidelines intended to steer authors of classroom intervention studies toward providing more systematic reporting of key intervention features and setting-level factors that may affect interventions' success. The guidelines were iteratively developed using recommendations and feedback from scholars active in conducting and synthesizing classroom intervention research. This effort aims to open wider the 'black box' in classroom research, communicating key information with more precision and detail to practitioners and future researchers, and permitting the field to more efficiently accumulate and synthesize findings on classroom interventions, determining what works, for whom, and under what conditions.