Abstract

Research-based instruction is necessary to support students’ reading development, and professional development (PD) is a critical avenue to ensuring high-quality instructional practices. To date, there has been no comprehensive review focused on the effects of teacher PD on student reading achievement. As such, the purpose of the present meta-analysis was to examine the impact of teacher PD on reading outcomes for students in kindergarten through 8th grade. A secondary aim was to determine whether study, program, or participant characteristics were potential moderators of these effects. A comprehensive search of published and unpublished research between 1975 and 2017 resulted in 28 studies that met prescribed criteria. Results indicate that teacher PD has a moderate and significant, positive average effect on reading achievement. However, moderator analyses did not explain the variance in the effects of PD on student outcomes. Primarily, studies represented typically-developing students in the elementary grades, with only three studies including middle school students and four studies including reading outcomes of students with or at-risk for reading disabilities. Recommendations for improved study designs that allow for more in-depth investigation of the characteristics of effective PD and mechanisms of change in student outcomes are discussed.

摘要

基于研究的教学对于支持学生的阅读发展是必要的，而专业发展（PD）是确保高质量教学实践的关键途径。迄今为止，还没有针对教师PD对学生阅读成绩的影响进行全面评估。因此，本荟萃分析的目的是检验教师PD对幼儿园至8年级学生阅读效果的影响。第二个目的是确定研究，计划或参与者特征是否是这些效应的潜在调节剂。在1975年至2017年之间对已发表和未发表的研究进行了全面搜索，结果得出28项符合规定标准的研究。结果表明，教师PD对阅读成绩具有中等且显着的正平均影响。然而，主持人分析并未解释PD对学生成绩的影响的差异。首先，研究代表的是典型的初等教育阶段的学生，只有三项研究包括中学生，四项研究包括有阅读障碍或有阅读障碍风险的学生的阅读结果。讨论了有关改进研究设计的建议，这些建议允许对有效PD的特征以及学生成绩变化的机制进行更深入的研究。