My da|ra Login

Detailed view

metadata language: English

Data and Syntax for Examining Empirical Evidence for Features of Effective Science Teacher Professional Development

Version
1
Resource Type
Dataset : aggregate data
Creator
  • Spybrook, Jessaca (Western Michigan University)
  • Kowalski, Susan M. (BSCS Science Learning)
  • Taylor, Joseph A. (University of Colorado-Colorado Springs)
Publication Date
2019-01-01
Funding Reference
  • National Science Foundation
    • Award Number: 1544236
Free Keywords
science education; professional development; meta-analysis; teachers
Description
  • Abstract

    Developing and maintaining a high-quality science teaching corps has become increasingly urgent with standards that require students to move beyond mastering facts to reasoning and arguing from scientific evidence. High-quality science teaching can help students meet more rigorous standards, but teachers require support to meet the challenge. Effective professional development (PD) for science teachers enhances teacher outcomes and, in turn, enhances primary and secondary student outcomes (Blank & de las Alas, 2009). Although proposed features of effective PD have emerged, they have little empirical support. We conducted a meta-analysis of 162 science PD intervention studies to investigate the features of effective science PD by examining how effect sizes vary by research design, study context, PD intervention characteristics, and outcomes of interest. The findings refine prior estimates of the relationship among intensity, duration, and effect size and provide insights into additional proposed features of effective PD.




  • Weighting


    We included a variety of statistical adjustments including Winsorization of sample sizes and effect sizes, adjustment of sample sizes to account for clustering, and weighting of effect sizes using inverse variance weights.
Temporal Coverage
  • 2001-01-01 / 2017-12-31
    Time Period: Mon Jan 01 00:00:00 EST 2001--Sun Dec 31 00:00:00 EST 2017
  • 2015-01-01 / 2018-12-31
    Collection Date(s): Thu Jan 01 00:00:00 EST 2015--Mon Dec 31 00:00:00 EST 2018
Sampled Universe
Published and unpublished manuscripts reporting findings from experimental and quasi-experimental studies of science teacher professional development interventions, written in English.
Availability
Download

Update Metadata: 2019-04-10 | Issue Number: 1 | Registration Date: 2019-04-10

Spybrook, Jessaca; Kowalski, Susan M.; Taylor, Joseph A. (2019): Data and Syntax for Examining Empirical Evidence for Features of Effective Science Teacher Professional Development. Version: 1. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E109274V1