Badriah Basma|Robert Savage
Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis
McGill University|McGill University
systematic review explores impact teacher professional development pd student reading achievement first part literature evaluates available existing systematic reviews metaanalyses pd intervention studies quality reviews pd reading specifically distinct attainment found little overlap studies existing reviews second part systematic review focuses recent intervention studies exploring pd student reading achievement results metaanalysis highquality studies presented third part paper analysis showed strong evidence publication bias effect size pd student literacy g 0225 effect moderated number hours pd whereby studies fewer 30 h pd significant student reading outcomes g 0367 p 0001 30 pd hours significant g 0143 p 05 following weight evidence assessment analysis showed nearly highquality articles involved shorter pd weight evidence significant moderator g 0408 p 0001 highquality studies g 0077 p 05 ns medium quality studies review suggests highquality studies short teacher pd currently provide evidence impact students reading achievement