Refine
Year of publication
- 2019 (8) (remove)
Document Type
- Article (6)
- Monograph/Edited Volume (1)
- Postprint (1)
Is part of the Bibliography
- yes (8) (remove)
Keywords
- content areas (3)
- cross-curriculum (3)
- in-service teacher training (3)
- language (3)
- professional development (3)
- grade retention (2)
- (Flucht-)Migration (1)
- Lehrer*innenbildung (1)
- academic self-concept (1)
- educational (1)
- educational achievement (1)
- forced migration (1)
- geflüchtete Lehrkräfte (1)
- gender (1)
- large-scale study (1)
- motivation (1)
- personality (1)
- propensity score matching (1)
- refugee teachers (1)
- secondary school (1)
- socioeconomic status (1)
- teacher training (1)
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.