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

Name: Data and Syntax for Examining Empirical Evidence for Features of Effective Science Teacher Professional Development
Published: 2019-04-09
License: https://creativecommons.org/licenses/by/4.0

Principal Investigator(s): View help for Principal Investigator(s) Jessaca Spybrook, Western Michigan University; Susan M. Kowalski, BSCS Science Learning; Joseph A. Taylor, University of Colorado-Colorado Springs

Version: View help for Version V1

Version Title: View help for Version Title version 1.0

Name	File Type	Size	Last Modified
data_and_syntax_files			04/09/2019 10:06:PM
-Read-Me-Overview-of-Data-and-Syntax-for-Examining-Empirical-Evidence-for-Science-PD.pdf	application/pdf	69.7 KB	04/09/2019 06:07:PM
Bibliography-of-studies-included-in-meta-analysis_v2.pdf	application/pdf	260.7 KB	04/09/2019 06:11:PM

Project Citation:

Spybrook, Jessaca, Kowalski, Susan M., and Taylor, Joseph A. Data and Syntax for Examining Empirical Evidence for Features of Effective Science Teacher Professional Development. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-04-09. https://doi.org/10.3886/E109274V1

Project Description

Summary: 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.

Funding Sources: National Science Foundation (1544236)

Scope of Project

Subject Terms: science education; professional development; meta-analysis; teachers

Time Period(s): 2001 – 2017

Collection Date(s): 2015 – 2018

Universe: Published and unpublished manuscripts reporting findings from experimental and quasi-experimental studies of science teacher professional development interventions, written in English.

Data Type(s): aggregate data

Methodology

Weights:
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.

Unit(s) of Observation: effect sizes

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