Professional development on fostering students’ academic language proficiency across the curriculum
- This meta-analysis aggregates effects from 10 studies evaluating professional development interventions aimed at qualifying in-service teachers to support their students in mastering academic language skills while teaching their respective subject areas. The analysis of a subset of studies revealed a small non-significant weighted training effect on teachers' cognition (g' = 0.21, SE = 0.14). An effect aggregation including all studies (with 650 teachers) revealed a medium to large weighted overall effect on teachers' classroom practices (g' = 0.71, SE = 0.16). Methodological variables moderated the effect magnitude. Nevertheless, the results suggest professional development is beneficial for improving teachers' practice.
Author details: | Eva KalinowskiORCiDGND, Franziska EgertORCiDGND, Anna GronostajGND, Miriam VockORCiDGND |
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DOI: | https://doi.org/10.1016/j.tate.2019.102971 |
ISSN: | 0742-051X |
Title of parent work (English): | Teaching and teacher education |
Subtitle (English): | a meta-analysis of its impact on teachers’ cognition and teaching practices |
Publisher: | Elsevier Science |
Place of publishing: | Amsterdam |
Publication type: | Article |
Language: | English |
Date of first publication: | 2019/12/02 |
Publication year: | 2019 |
Release date: | 2023/03/31 |
Tag: | content areas; cross-curriculum; in-service teacher training; language; professional development |
Volume: | 88 |
Article number: | 102971 |
Number of pages: | 15 |
Funding institution: | transnational E-RARE grant `CCMCURE (DFG)European Commission [SFB958]; E-RARE [ERL 138397]; Canadian; Institutes for Health ResearchCanadian Institutes of Health Research; (CIHR) [PJT 153000]; the E-RARE grant `CCMCURE |
Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Erziehungswissenschaft |
DDC classification: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
Peer review: | Referiert |