Data and Syntax for Examining Variation in Teacher Outcome Effect Sizes from Studies of Science Teacher Professional Development

Developing and maintaining a high-quality science teaching corps has become increasingly urgent with standards that require students to move beyond mastering facts to reasoning and arguing from scientific evidence. High-quality science teaching can help students meet more rigorous standards, but teachers require support to meet the challenge. Effective professional development (PD) for science teachers enhances teacher outcomes and, in turn, enhances primary and secondary student outcomes (Blank &amp; de las Alas, 2009). Although proposed features of effective PD have emerged, they have little empirical support. We conducted a meta-analysis of 162 science PD intervention studies to investigate the features of effective science PD by examining how effect sizes vary by research design, study context, PD intervention characteristics, and outcomes of interest. The findings refine prior estimates of the relationship among intensity, duration, and effect size and provide insights into additional proposed features of effective PD. <br><br><br><br><br>