A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement
Saved in:
| Title: | A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement |
|---|---|
| Language: | English |
| Authors: | Kathleen Lynch (ORCID |
| Source: | AERA Open. 2025 11(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1348669 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Literature Reviews, Meta Analysis, Elementary School Teachers, Secondary School Teachers, Inservice Teacher Education, Faculty Development, Intervention, Knowledge Base for Teaching, Classroom Techniques, Academic Achievement, Mathematics Education, Science Education |
| ISSN: | 2332-8584 |
| Abstract: | Despite evidence that teacher professional development interventions in mathematics and science can increase student achievement, our understanding of the mechanisms by which this occurs--particularly how these interventions affect teachers themselves and the extent to which teacher-level changes predict student learning--remains limited. The current meta-analysis synthesizes 46 experimental studies of PK-12 mathematics and science professional development interventions to investigate how these interventions affect teacher-level outcomes, including knowledge and classroom instruction, and how these impacts relate to intervention effects on student achievement. Compared with controls, treatment group teachers in PK-12 mathematics and science PD intervention studies demonstrated stronger performance on teacher-level outcomes (pooled average impact estimate: +0.52 SD). Programs with larger impacts on teacher-level outcomes also tended to have significantly larger mean impacts on student achievement. We discuss implications for future research and practice. |
| Abstractor: | As Provided |
| Notes: | https://doi.org/10.3886/E224421V1 |
| Entry Date: | 2026 |
| Accession Number: | EJ1494867 |
| Database: | ERIC |
| Abstract: | Despite evidence that teacher professional development interventions in mathematics and science can increase student achievement, our understanding of the mechanisms by which this occurs--particularly how these interventions affect teachers themselves and the extent to which teacher-level changes predict student learning--remains limited. The current meta-analysis synthesizes 46 experimental studies of PK-12 mathematics and science professional development interventions to investigate how these interventions affect teacher-level outcomes, including knowledge and classroom instruction, and how these impacts relate to intervention effects on student achievement. Compared with controls, treatment group teachers in PK-12 mathematics and science PD intervention studies demonstrated stronger performance on teacher-level outcomes (pooled average impact estimate: +0.52 SD). Programs with larger impacts on teacher-level outcomes also tended to have significantly larger mean impacts on student achievement. We discuss implications for future research and practice. |
|---|---|
| ISSN: | 2332-8584 |
