期刊
TEACHING AND TEACHER EDUCATION
卷 88, 期 -, 页码 -出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2019.102971
关键词
Professional development; Language; Cross-curriculum; Content areas; In-service teacher training
资金
- German Federal Ministry of Education and Research, Germany [01JI1501A]
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. (C) 2019 Elsevier Ltd. All rights reserved.
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