TY  - JOUR
A1  - Kalinowski, Eva
A1  - Egert, Franziska
A1  - Gronostaj, Anna
A1  - Vock, Miriam
T1  - Professional development on fostering students’ academic language proficiency across the curriculum
T2  - Teaching and teacher education
N2  - 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.
KW  - professional development
KW  - language
KW  - cross-curriculum
KW  - content areas
KW  - in-service teacher training
Y1  - 2019
UR  - https://publishup.uni-potsdam.de/frontdoor/index/index/docId/58639
SN  - 0742-051X
VL  - 88
PB  - Elsevier Science
CY  - Amsterdam
ER  -