Effects of Teacher Professional Development on Child Learning Outcomes: A Meta-Analysis

• In Event: 72.066 - Poster Session 16
  In Poster Session: 72.066-1 - Teacher Professional Development Poster Session

Abstract

Based on 234 independent findings extracted from 38 studies, this meta-analysis quantitatively synthesized the empirical research on the effects of teacher professional development (PD) on child learning outcomes during a critical period of pre-kindergarten to Grade 3. The overall effect of PD was small though significantly positive (ES = +0.12). The results indicated that engaging teachers in concrete tasks of teaching that illuminates the processes of learning and development was the key to success, supported the importance of addressing whole school change in PD, and called for attention to the pathway from PD to child learning outcomes in practice and research.

Authors

• Xin Ma, University of Kentucky

• Jianping Shen, Western Michigan University