A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement
Despite evidence that teacher professional development interventions in mathematics and science can increase student achievement, our understanding of the mechanisms by which this occurs—particularly how these interventions affect teachers themselves and the extent to which teacher-level changes pre...
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2025-05-01
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| Series: | AERA Open |
| Online Access: | https://doi.org/10.1177/23328584251335302 |
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| author | Kathleen Lynch Kathryn Gonzalez Heather Hill Ramsey Merritt |
| author_facet | Kathleen Lynch Kathryn Gonzalez Heather Hill Ramsey Merritt |
| author_sort | Kathleen Lynch |
| collection | DOAJ |
| description | Despite evidence that teacher professional development interventions in mathematics and science can increase student achievement, our understanding of the mechanisms by which this occurs—particularly how these interventions affect teachers themselves and the extent to which teacher-level changes predict student learning—remains limited. The current meta-analysis synthesizes 46 experimental studies of PK–12 mathematics and science professional development interventions to investigate how these interventions affect teacher-level outcomes, including knowledge and classroom instruction, and how these impacts relate to intervention effects on student achievement. Compared with controls, treatment group teachers in PK–12 mathematics and science PD intervention studies demonstrated stronger performance on teacher-level outcomes (pooled average impact estimate: +0.52 SD). Programs with larger impacts on teacher-level outcomes also tended to have significantly larger mean impacts on student achievement. We discuss implications for future research and practice. |
| format | Article |
| id | doaj-art-3caeab495ae645b3b160438f58257364 |
| institution | OA Journals |
| issn | 2332-8584 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | AERA Open |
| spelling | doaj-art-3caeab495ae645b3b160438f582573642025-08-20T01:54:51ZengSAGE PublishingAERA Open2332-85842025-05-011110.1177/23328584251335302A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student AchievementKathleen LynchKathryn GonzalezHeather HillRamsey MerrittDespite evidence that teacher professional development interventions in mathematics and science can increase student achievement, our understanding of the mechanisms by which this occurs—particularly how these interventions affect teachers themselves and the extent to which teacher-level changes predict student learning—remains limited. The current meta-analysis synthesizes 46 experimental studies of PK–12 mathematics and science professional development interventions to investigate how these interventions affect teacher-level outcomes, including knowledge and classroom instruction, and how these impacts relate to intervention effects on student achievement. Compared with controls, treatment group teachers in PK–12 mathematics and science PD intervention studies demonstrated stronger performance on teacher-level outcomes (pooled average impact estimate: +0.52 SD). Programs with larger impacts on teacher-level outcomes also tended to have significantly larger mean impacts on student achievement. We discuss implications for future research and practice.https://doi.org/10.1177/23328584251335302 |
| spellingShingle | Kathleen Lynch Kathryn Gonzalez Heather Hill Ramsey Merritt A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement AERA Open |
| title | A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement |
| title_full | A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement |
| title_fullStr | A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement |
| title_full_unstemmed | A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement |
| title_short | A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement |
| title_sort | meta analysis of the experimental evidence linking mathematics and science professional development interventions to teacher knowledge classroom instruction and student achievement |
| url | https://doi.org/10.1177/23328584251335302 |
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