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Effective teacher professional development: new theory and a meta-analytic test

Author

Listed:
  • Sam Sims

    (UCL Centre for Education Policy & Equalising Opportunities)

  • Harry Fletcher-Wood

    (Ambition Institute)

  • Alison O'Mara-Eves

    (UCL Institute of Education)

  • Sarah Cottingham

    (Ambition Institute)

  • Claire Stansfield

    (UCL Institute of Education)

  • Josh Goodrich

    (StepLab)

  • Jo Van Herwegen

    (UCL Institute of Education)

  • Jake Anders

    (UCL Centre for Education Policy & Equalising Opportunities)

Abstract

Multiple meta-analyses have now documented small positive effects of teacher professional development (PD) on pupil test scores. However, the field lacks any validated explanatory account of what differentiates more from less effective in-service training. As a result, researchers have little in the way of advice for those tasked with designing or commissioning better PD. We set out to remedy this by developing a new theory of effective PD based on combinations of causally active components targeted at developing teachers' insights, goals, techniques, and practice. We test two important implications of the theory using a systematic review and meta-analysis of 104 randomised controlled trials, finding qualified support for our framework. While further research is required to test and refine the theory, we argue that it presents an important step forward in being able to offer actionable advice to those responsible for improving teacher PD.

Suggested Citation

  • Sam Sims & Harry Fletcher-Wood & Alison O'Mara-Eves & Sarah Cottingham & Claire Stansfield & Josh Goodrich & Jo Van Herwegen & Jake Anders, 2022. "Effective teacher professional development: new theory and a meta-analytic test," CEPEO Working Paper Series 22-02, UCL Centre for Education Policy and Equalising Opportunities, revised Jan 2022.
    • Handle: RePEc:ucl:cepeow:22-02
    as

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    File URL: https://repec-cepeo.ucl.ac.uk/cepeow/cepeowp22-02.pdf
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    References listed on IDEAS

    as
    1. Jacob, Brian, 2017. "When evidence is not enough: Findings from a randomized evaluation of Evidence-Based Literacy Instruction (EBLI)," Labour Economics, Elsevier, vol. 45(C), pages 5-16.
    2. Helen Slater & Neil M. Davies & Simon Burgess, 2012. "Do Teachers Matter? Measuring the Variation in Teacher Effectiveness in England," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 74(5), pages 629-645, October.
    3. Raj Chetty & John N. Friedman & Jonah E. Rockoff, 2014. "Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood," American Economic Review, American Economic Association, vol. 104(9), pages 2633-2679, September.
    4. Irma Arteaga & Kathy Thornburg & Rajeev Darolia & Jacqueline Hawks, 2019. "Improving Teacher Practices With Children Under Five: Experimental Evidence From the Mississippi Buildings Blocks," Evaluation Review, , vol. 43(1-2), pages 41-76, February.
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    Cited by:

    1. Sam Sims & Harry Fletcher-Wood & Thomas Godfrey-Faussett & Peps Mccrea & Stefanie Meliss, 2023. "Modelling evidence-based practice in initial teacher training: causal effects on teachers' skills, knowledge and self-efficacy," CEPEO Working Paper Series 23-09, UCL Centre for Education Policy and Equalising Opportunities, revised Aug 2023.
    2. Sam Sims & Jake Anders & Matthew Inglis & Hugues Lortie-Forgues & Ben Styles & Ben Weidmann, 2023. "Experimental education research: rethinking why, how and when to use random assignment," CEPEO Working Paper Series 23-07, UCL Centre for Education Policy and Equalising Opportunities, revised Aug 2023.

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    More about this item

    Keywords

    professional development; teachers; theory; meta-analysis.;
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