Examining Factors Contributing to Variation in Effect Size Estimates of Teacher Outcomes from Studies of Science Teacher Professional Development
Principal Investigator(s): View help for Principal Investigator(s) Susan M. Kowalski, BSCS Science Learning; Joseph A. Taylor, University of Colorado-Colorado Springs; Jessaca Spybrook, Western Michigan University
Version: View help for Version V4
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Project Citation:
Kowalski, Susan M., Taylor, Joseph A., and Spybrook, Jessaca. Examining Factors Contributing to Variation in Effect Size Estimates of Teacher Outcomes from Studies of Science Teacher Professional Development. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2020-01-08. https://doi.org/10.3886/E109274V4
Project Description
Summary:
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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.
Scope of Project
Subject Terms:
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science education;
professional development;
meta-analysis;
teachers
Universe:
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Published and unpublished manuscripts reporting findings from experimental and quasi-experimental studies of science teacher professional development interventions, written in English.
Data Type(s):
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aggregate data
Methodology
Weights:
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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.
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:
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effect sizes
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