Study Links Standards with Teacher and Student Outcomes

The goal of this meta-analysis was to examine whether there is a significant relationship between professional learning that is aligned to Standards for Professional Learning and teacher instruction and student achievement. Using a cutting-edge method called a mediation-meta-analysis, the authors we...

Full description

Saved in:
Bibliographic Details
Published inThe learning professional Vol. 43; no. 3; pp. 23 - 26
Main Authors Garrett, Rachel, Zhang, Qi, Citkowicz, Martyna, Burr, Lauren
Format Journal Article
LanguageEnglish
Published Oxford Learning Forward 01.06.2022
National Staff Development Council
Subjects
Academic Achievement
Educational Change
Educational Theories
Equal Education
Equity
Instructional Improvement
Leadership
Learning
Meta-analysis
Outcomes of Education
Professional Development
Research Methodology
Social Emotional Learning
Teaching Methods
Online AccessGet full text

Cover

More Information
Summary:The goal of this meta-analysis was to examine whether there is a significant relationship between professional learning that is aligned to Standards for Professional Learning and teacher instruction and student achievement. Using a cutting-edge method called a mediation-meta-analysis, the authors were also able to examine whether changes in teacher instruction brought about by professional learning lead, in turn, to changes in student achievement.
ISSN:2476-194X