A systematic review and meta-analysis of data use professional development interventions

Fauzan Ansyari*, Wim Groot, Kristof de Witte

*Corresponding author for this work

Research output: Contribution to journal(Systematic) Review article peer-review

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Abstract

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. In this study, the authors employ a systematic literature review and meta-analysis to analyse teacher PDIs for data use. 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.
Original languageEnglish
Pages (from-to)256-289
Number of pages34
JournalJournal of Professional Capital and Community
Volume7
Issue number3
Early online date21 Jun 2022
DOIs
Publication statusPublished - 14 Jul 2022

Keywords

  • Literature review
  • data use
  • meta-analyis
  • professional development
  • READING-COMPREHENSION
  • KNOWLEDGE
  • IMPLEMENTATION
  • Meta-analysis
  • ACCELERATION
  • ACHIEVEMENT
  • IMPACT
  • Data use
  • DECISION-MAKING INTERVENTION
  • DATA LITERACY
  • EXPLORING DATA USE
  • Professional development
  • TEACHERS

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