A Systematic Review and Meta-Analysis of Data Use Professional Development Interventions

• Published in: Journal of Professional Capital and Community Vol. 7; no. 3; pp. 256 - 289
• Main Authors: Ansyari, Muhammad Fauzan, Groot, Wim, De Witte, Kristof
• Format: Journal Article
• Language: English
• Published: Bingley Emerald Publishing Limited 14.07.2022; Emerald Group Publishing Limited
• Subjects: Data Use; Decision making; Educational Improvement; Educational Practices; Effect Size; Faculty Development; Information literacy; Intervention; Learning; Literature Reviews; Meta Analysis; Outcomes of Education; Professional development; Students; Teachers; Teaching; Teaching Methods
• ISSN: 2056-9548; 2056-9556
• DOI: 10.1108/JPCC-09-2021-0055

Purpose: Professional development interventions (PDIs) are crucial for equipping teachers to use data effectively. Relying on previous studies reporting on such interventions, this paper aims to identify and synthesise the goals, dimensions and conditions of PDIs for data use. This paper also examines the evidence of the effect of such interventions on student outcomes. Design/methodology/approach: In this study, the authors employ a systematic literature review and meta-analysis to analyse teacher PDIs for data use. Findings: The results suggest that conceptual, practical and continual goals are identified in data use PDIs. Supported by conceptual, practical or normative tools, facilitators employ a variety of techniques in facilitating teachers' data use through data teams or professional learning communities. The facilitation techniques include assessing needs, using models or modelling, observing performance, providing feedback, providing built-in time for reflection and brokering. Further, the results highlight the influence of several conditions that contribute to the success of the interventions. Finally, the meta-analysis shows a significant positive effect of the interventions on student outcomes, with an effect size of 0.17. Research limitations/implications: The authors' proposed framework should be empirically tested and validated through field studies in various contexts. Since the authors focussed on studies reporting data use PDIs for instructional purposes as well as providing the descriptions of the PDIs, the number of included studies was only 27 and represented only four countries. Of the 27, 10 studies were used for the meta-analysis and the results may be subject to publication bias. Seemingly, the result may be related to the authors' inclusion/exclusion criteria that only included peer-reviewed journal articles and excluded non-peer-reviewed studies such as theses or dissertations. This criterion potentially neglected some relevant studies. Practical implications: Policymakers interested in developing a data use PDI should take into account the various goals of data use PDIs, depending on policymakers' interests. Building teachers' understanding of data use can be addressed by the practical goals. This can be conducted within a short period of time through training or courses, either in-person or online. This is appropriate for an initiation strategy for data use within schools. However, targeting specific skills and dispositional attributes around data use should adopt practical and continual goals. These types of goals require a PDI with a sustained duration embedded in teachers' classroom practices; therefore, political and practical support is necessary. Social implications: The authors argue that the review findings contribute to knowledge and insights by presenting data use PDIs that support teacher learning, implementation and sustainability of data use practices. Originality/value: This article provides a proposed framework for studying teacher PDIs for data use and sheds light on several goals, a variety of facilitation strategies and conditions and the effect of the interventions on student outcomes.