Filtern
Volltext vorhanden
- nein (1)
Erscheinungsjahr
- 2019 (1) (entfernen)
Dokumenttyp
- Wissenschaftlicher Artikel (1) (entfernen)
Sprache
- Englisch (1)
Gehört zur Bibliographie
- ja (1)
Schlagworte
- cross-curriculum (1) (entfernen)
Institut
- Department Erziehungswissenschaft (1) (entfernen)
Professional development on fostering students’ academic language proficiency across the curriculum
(2019)
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.