Can professional development of teachers reduce disparity in student achievement?. (August 2016)

• Record Type: Journal Article
• Authors: Meissel, Kane; Parr, Judy M.; Timperley, Helen S.
• Is Part Of: Teaching and teacher education. Volume 58(2016)
• Page Start: 163
• Page End: 173
• Publication Date: 2016-08
• Subjects: Professional development -- Achievement gap -- At-risk students -- Teacher education/development -- Program evaluation; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2016.05.013
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This paper describes a national, school-based professional development intervention in which large student achievement gains were previously signaled using single-level regression analyses and effect sizes. However, such analyses can be misleading since educational data typically do not meet independence assumptions. The current study investigates the effectiveness of the professional development intervention using hierarchical linear modelling, with particular focus on whether disparities were reduced for groups typically under-served by the New Zealand education system. Results indicated that students from all learner groups made large gains, especially in writing, but additional targeting would be required to improve equity across student groupings. Highlights: Results are presented from a national professional learning project in New Zealand. HLM results showed very strong student achievement gains in reading and writing. Achievement gains for all students; further targeting of priority students needed. Likely successful components of this professional development project are discussed.