Advancing Professional Development for K–12 Math Educators: Meta-Analysis of Effects, Challenges, and Next Steps

• In Event: AERA Poster Session Thursday 7:45am
  In Poster Session: Professional Learning and Instruction in Mathematics Education

Abstract

This study examines the variability in the quality and effectiveness of professional development programs for math teachers. Based on 36 studies published between 2013 and 2023, we analyzed 258 effect sizes using Hedges’ g and found a significant overall effect size of 0.405, demonstrating the positive impact of PD. Considerable variation across studies was influenced by dosage hours, program duration, and active learning strategies. PD programs with more than 180 hours, those lasting over 24 months or under 4 months, and those that included active learning components showed larger effects. These findings highlight the sustained, interactive PD experiences and provide important insights for researchers and policymakers aiming to design more effective PD initiatives that enhance teaching and student outcomes.

Authors

• Hyesun You, University of Iowa

• Sunyoung Park, California Lutheran University

• Li Zhu, University of Iowa

• Dae S. Hong, University of Iowa

• Minju Hong, Chung-Ang University