Literaturnachweis - Detailanzeige
| Autor/inn/en | Basma, Badriah; Savage, Robert |
|---|---|
| Titel | Teacher Professional Development and Student Reading in Middle and High School: A Systematic Review and Meta-Analysis |
| Quelle | In: Journal of Teacher Education, 74 (2023) 3, S.214-228 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Basma, Badriah) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4871 |
| DOI | 10.1177/00224871231153084 |
| Schlagwörter | Professional Development; Reading Ability; Middle School Students; High School Students; Literature Reviews; Reading Achievement; Teacher Effectiveness |
| Abstract | This systematic review investigates the effect of teacher professional development (TPD) on adolescent students' reading achievement in middle and high school. A systematic search of TPD and student reading achievement studies (1975-2020) identified 15 medium-quality articles meeting this study's inclusion criteria. A meta-analysis of 14 of these studies corrected by Hedges' g showed that TPD on student reading was associated with a small overall effect of g = 0.062, p < 0.05 on student reading outcomes. However, the effect size was moderated by delivery of the TPD, TPD hours, student population, and assessment. None of the 14 studies reported TPD theory-driven quality indicators for TPD delivery (e.g., school support, use of technology, and promotion of self-reflection or reported measures of teacher change). Conclusion of findings in literacy TPD includes the need for TPD theory-driven studies. (As Provided). |
| Anmerkungen | 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: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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