Professional development for in-service teachers produces large gains in teachers' knowledge about inclusive education (g = 0.93)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i3 large
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Professional development participation significantly improves in-service teachers' knowledge about inclusive education, with a large pooled effect of g = 0.93. → 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 · i3 · quant-synthesis · r3

Multi-level random-effects meta-analysis of 88 knowledge effect sizes from 50 studies of professional development for in-service teachers. The pooled effect was "a large effect ( g = 0.93 [0.76; 1.10])", with no difference between self-rated knowledge and tested knowledge.

"The analysis of knowledge showed a large effect ( g = 0.93 [0.76; 1.10]), with no difference between self-rated knowledge ( g = 0.96 [0.70; 1.22]) and kno wledge assessed using tests ( g = 0.91 [0.68; 1.15]"

Discussion¶

Related Claims¶

• Professional development produces moderate improvements in teachers' skills for implementing inclusive education (g = 0.49) — related
• Training and interventions improve teachers' cognitive appraisal (d = 0.63), emotional appraisal (d = 0.63), and self-efficacy toward inclusive practices (d = 0.93) — related
• Preservice teachers report higher self-efficacy for inclusive education than in-service teachers — related