Professional development produces moderate improvements in teachers' skills for implementing inclusive education (g = 0.49)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i2 medium
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Professional development significantly improves in-service teachers' skills to implement inclusive education, with a moderate pooled effect of g = 0.49. → 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 · i2 · quant-synthesis · r3

Multi-level random-effects meta-analysis of 371 skills effect sizes from 153 studies. The pooled effect was "a moder ate effect ... ( g = 0.49 [0.41; 0.56])"; the three skills subcategories did not differ from each other.

"A moder ate effect was observed on skills to implement inclusive education ( g = 0.49 [0.41; 0.56]) and on its subcategor ies (see Fig. 3). The subcategories (implementation quality, use of inclusive methods, self-efficacy for inclusive teaching) did not differ from each other"

Discussion¶

Related Claims¶

• Professional development for in-service teachers produces large gains in teachers' knowledge about inclusive education (g = 0.93) — related
• Active learning opportunities in professional development moderate gains in teachers' skills, with alternating input-praxis design far outperforming blocked design for teaching-method use — related
• Publication bias is present to a varying degree, with published studies reporting larger belief and student-behavior effects than unpublished studies — related
• Teacher coaching programs improve teachers' instructional practice by a pooled 0.49 SD across 43 causal studies — related