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Examining Factors Contributing to Variation in Effect Size Estimates of Teacher Outcomes from Studies of Science Teacher Professional Development

Version
V0
Resource Type
Dataset : aggregate data
Creator
  • Kowalski, Susan M. (BSCS Science Learning)
  • Taylor, Joseph A. (University of Colorado-Colorado Springs)
  • Spybrook, Jessaca (Western Michigan University)
Publication Date
2020-01-01
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 evidence. Effective professional development (PD) for science teachers enhances teacher outcomes and, in turn, enhances primary and secondary student outcomes (Blank & de las Alas, 2009). What constitutes effective PD? Although proposed features of effective PD have emerged, they have little empirical support. Even when impact studies of PD interventions are conducted, factors unrelated to PD design characteristics can influence effect size estimates. Can we statistically isolate PD design characteristics from factors unrelated to PD design that nevertheless influence effect size estimates? We conducted a meta-regression with robust variance estimation of 162 science PD intervention studies. We investigated how effect size estimates for teacher outcomes vary by research design, study context, PD intervention characteristics, and outcomes of interest. Intensity and duration of PD, research design decisions, and researchers’ choice of outcomes of interest significantly influence effect size estimates.




  • 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Published and unpublished manuscripts reporting findings from experimental and quasi-experimental studies of science teacher professional development interventions, written in English.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
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Update Metadata: 2020-01-09 | Issue Number: 2 | Registration Date: 2019-10-11

Kowalski, Susan M.; Taylor, Joseph A.; Spybrook, Jessaca (2020): Examining Factors Contributing to Variation in Effect Size Estimates of Teacher Outcomes from Studies of Science Teacher Professional Development. Version: V0. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E109274