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

Autor/inn/en	Sims, Sam; Fletcher-Wood, Harry; O'Mara-Eves, Alison; Cottingham, Sarah; Stansfield, Claire; Goodrich, Josh; Van Herwegen, Jo; Anders, Jake
Institution	Annenberg Institute for School Reform at Brown University
Titel	Effective Teacher Professional Development: New Theory and a Meta-Analytic Test. EdWorkingPaper No. 22-507
Quelle	(2022), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sims, Sam) ORCID (O'Mara-Eves, Alison) ORCID (Stansfield, Claire) ORCID (Van Herwegen, Jo) ORCID (Anders, Jake)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Faculty Development; Meta Analysis; Educational Theories; Comparative Analysis; Instructional Design; Teacher Effectiveness; Teaching Methods; Teacher Attitudes; Educational Objectives; Academic Achievement; Outcomes of Education; Correlation + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Educational theory; Theory of education; Bildungstheorie; Lesson concept; Lessonplan; Unterrichtsentwurf; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Educational objective; Bildungsziel; Erziehungsziel; Schulleistung; Lernleistung; Schulerfolg; Korrelation
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01