Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis

Autor/inn/en	Donath, Johanna L.; Lüke, Timo; Graf, Elisabeth; Tran, Ulrich S.; Götz, Thomas
Titel	Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis
Quelle	In: Educational Psychology Review, 35 (2023) 1, Artikel 30 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Donath, Johanna L.) ORCID (Lüke, Timo) ORCID (Graf, Elisabeth) ORCID (Tran, Ulrich S.) ORCID (Götz, Thomas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09752-2
Schlagwörter	Faculty Development; Program Implementation; Inclusion; Program Effectiveness; Teacher Education; Teaching Skills; Outcomes of Education; Active Learning + Suchen Sie Ihr Suchwort? Inklusion; Lehrerausbildung; Lehrerbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lernleistung; Schulerfolg; Aktives Lernen
Abstract	Inclusive education is a reform aimed at educating all students in general classrooms, independent of diversity features such as special educational needs, giftedness, or migration. Its successful implementation requires teachers with professional knowledge about inclusive education, skills to address the diverse needs in the classroom, and positive beliefs toward inclusive education. Teachers are provided with professional development opportunities, but are these effective in improving their learning process and positively impacting students' behavior? We conducted a meta-analysis to address this question. The screening of 12,050 search results revealed 342 eligible studies with more than 155,000 participants and 1123 effects from four outcome categories: teachers' knowledge, skills, and beliefs and students' behavior. We observed positive, though varying, effects on all four outcome categories: large effects on teachers' knowledge regarding inclusive education (g = 0.93), moderate effects on teachers' skills (g = 0.49), small effects on teachers' beliefs (g = 0.23), and small-to-moderate effects on student behavior (g = 0.37). We also examined factors that might explain the differences in the strength of training effects. The data suggest that long-term training with high practical relevance and active learning opportunities facilitates transfer to schools. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01