Professional development on fostering students’ academic language proficiency across the curriculum—A meta-analysis of its impact on teachers’ cognition and teaching practices |
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| Institution: | 1. Universität Potsdam, Empirische Unterrichts- und Interventionsforschung, Karl-Liebknecht-Str. 24–25, 14476 Potsdam, Germany;2. Katholische Stiftungshochschule München, Don-Bosco-Str. 1, 83671 Benediktbeuern, Germany;1. Universidad de Buenos Aires, Facultad de Ciencias Sociales, Instituto de Investigaciones Gino Germani (UBA), Consejo Nacional de Investigaciones Científicas y Técnicas, Pte J. E. Uriburu 950, 6to Piso Of 22, C1114AAD, Ciudad Autónoma de Buenos Aires, Argentina;2. Universitat Autònoma de Barcelona Departament de Sociologia-Edifici B, Campus Bellaterra, 08193, Cerdanyola del Vallès (Barcelona), Spain;1. Center of Advanced Research, Universidad de Playa Ancha and Researcher at the Instituto Interdisciplinario de Investigación Educativa-IESED, Traslaviña 450, Viña del Mar, Chile;2. Programa Interdisciplinario de Investigaciones en Educación (PIIE), Chile;3. Harvard University, School of Education, United States;4. Universidad Tecnológica Metropolitana (UTEM), Chile;5. Facultad de Educación y Humanidades, University of Tarapaca and Instituto Interuniversitario de Investigación Educativa (IESED-Chile), Chile;1. University of Bamberg, Germany;2. Humboldt-Universität zu Berlin, Germany;1. Humboldt-Universität zu Berlin, Unter den Linden 6, D-10099 Berlin, Germany;2. Institute for Educational Quality Improvement (IQB) at Humboldt-Universität zu Berlin, Unter den Linden 6, D-10099 Berlin, Germany |
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| Abstract: | This meta-analysis aggregates effects from 10 studies evaluating professional development interventions aimed at qualifying in-service teachers to support their students in mastering academic language skills while teaching their respective subject areas. The analysis of a subset of studies revealed a small non-significant weighted training effect on teachers’ cognition (g’ = 0.21, SE = 0.14). An effect aggregation including all studies (with 650 teachers) revealed a medium to large weighted overall effect on teachers’ classroom practices (g’ = 0.71, SE = 0.16). Methodological variables moderated the effect magnitude. Nevertheless, the results suggest professional development is beneficial for improving teachers’ practice. |
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| Keywords: | Professional development Language Cross-curriculum Content areas In-service teacher training |
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