Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis

Abstract

This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p < 0.001) but more than 30 PD hours was not significant (g = 0.143, p > .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p < 0.001 for high-quality studies, g = 0.077, p > 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement.

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Correspondence to Badriah Basma.

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Appendix 1

Appendix 1

Table 1 Key search term for meta-analysis and systematic review on reading and literacy
Fig. 1
figure1

PRISMA flow diagram

Table 2 Features of professional development in the 17 studies of the literature review
Table 3 Effects of professional development student achievement by study
Table 4 Quality code of assessment for the 17 studies
Table 5 WOE (Weight of Evidence)

Appendix 2

Fig. 2
figure2

Funnel plot based on the 17 studies in the meta-analysis

Table 6 Effect sizes, confidence intervals, z-values and p values for all studies
Table 7 Content analysis of all 17 studies

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Basma, B., Savage, R. Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis. Educ Psychol Rev 30, 457–481 (2018). https://doi.org/10.1007/s10648-017-9416-4

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Keywords

  • Systematic review
  • Meta-analysis
  • Teacher professional development
  • Reading