Experimental staff development programs mostly raised student achievement relative to control teachers (review attribution)¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 1994 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? In a review the monograph attributes to Gage and Needels, all but one of nine experimental studies found staff development changed teachers' instruction and produced higher student achievement than in control-group teachers' students. → Gall 1994

Evidence¶

Gall 1994¶

Gall, Meredith D.; Vojtek, Roseanne O'Brien. (1994). Planning for Effective Staff Development: Six Research-Based Models. ERIC Clearinghouse on Educational Management. https://eric.ed.gov/?id=ED372464

q2 · i? · review · r2

The monograph reports that Gage and Needels (1989) reviewed experimental studies of staff development aimed directly at student achievement, with nine studies using achievement outcomes in reading and mathematics, comparing experimental and control teachers. It reports: "In all but one of the experiments, the staff development program led to changes in teachers' instruction." No effect sizes are printed.

"In all but one of the experiments, the staff development program led to changes in teachers' instruction, which in turn resulted in their students achieving at a higher level than students whose teachers were in the control group."

Discussion¶

Related Claims¶

• Effective professional development is content focused, active, collaborative, modeled, coached, feedback-rich, and sustained over time — the general claim this finding bears on, with the studies behind it

• Teacher coaching raises student achievement on standardized tests by a pooled 0.18 SD across 31 causal studies — the general claim this finding bears on, with the studies behind it

• Effective skill training combines theory presentation, demonstration, practice with feedback, and coaching for transfer (review attribution) — related
• Widely implemented staff development (Madeline Hunter's ITIP) lacks empirical evidence of improved student achievement — related
• Staff development for multigrade teachers improved time-on-task and teaching skills but did not raise achievement relative to untrained single-grade classes — related