Offering certification after program completion is associated with larger teacher knowledge gains (g = 1.39 vs. 0.86)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Studies offering certification after successful completion observed larger knowledge effect sizes (g = 1.39) than programs without certification (g = 0.86); certification did not influence other outcome categories. → Johanna L. Donath 2023

Evidence¶

Johanna L. Donath 2023¶

Johanna L. Donath, Timo Lüke, Elisabeth Graf, Ulrich S. Tran, Thomas Götz. (2023). Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09752-2

q3 · i? · quant-synthesis · r3

Moderator analysis of the certification design aspect across intervention studies in the meta-analysis. "larger effect sizes for knowl edge gain ( g = 1.39 [1.07; 1.72])" with certification; no influence on other outcome categories.

"Studies offering certification after successful completion of the program observed larger effect sizes for knowl edge gain ( g = 1.39 [1.07; 1.72]) t han did programs without certification ( g = 0.86 [0.65; 1.08]), but this did not influence the other categories of outcome variables"

Discussion¶

Related Claims¶

• An evaluation study compares teachers trained through different routes to certification — related
• Teachers prepared through traditional certification pathways are retained at higher rates over 5 years than alternatively certified or noncertified Texas teachers — related
• Alternatively certified teachers are 25% more likely to leave their schools and the profession, controlling for other factors — related
• Teachers who enter without completed preparation are typically less effective and have significantly higher turnover than prepared teachers — related