A Meta-Analysis of the Impact of Professional Development on Teachers’ Knowledge, Skill, and Self-Efficacy in Data-Based Decision-Making

Abstract

The purpose of this review was to synthesize research on the effect of professional development (PD) targeting data-based decision-making processes on teachers’ knowledge, skills, and self-efficacy related to curriculum-based measurement (CBM) and data-based decision-making (DBDM). To be eligible for this review, studies had to (a) be published in English, (b) include in-service or pre-service K–12 teachers as participants, (c) use an empirical group design, and (d) include sufficient data to calculate an effect size for teacher outcome variables. The mean effect of DBDM PD on teacher outcomes was g = 0.57 ( p < .001). This effect was not moderated by study quality. These results must be viewed through the lens of significant heterogeneity in effects across included studies, which could not be explained by follow-up sensitivity analyses. In addition, the experimental studies included in this review occurred under ideal, researcher-supported conditions, which impacts the generalizability of the effects of DBDM PD in practice. Implications for research and practice are discussed.

Sufficiency of Teachers’ Access to Resources and Supports for Students With Disabilities

“…In addition, the authors found that prior and current PD in special education for GETs was associated with improved academic outcomes even for students outside of special education. In a meta-analysis of PD centered on data-based decision-making (DBDM), Gesel et al (2021) found that PD positively impacted teacher outcomes, a finding that complements the work of others who found that DBDM positively impacts student outcomes (Didion et al, 2020;Filderman et al, 2018;P. G. Jung et al, 2018).…”

Future of Teaching and Learning in the Post-Pandemic World

“…Teachers must undergo continuous professional development (Gesel et al, 2020). Many schools do not have the time and resources to develop their teachers.…”

A Systematic Review of CBM Professional Development Materials: Are Teachers Receiving Sufficient Instruction in Data-Based Decision-Making?

“…Earlier we suggested that teachers need directed, guided instruction to successfully read and interpret CBM graphs and to determine how and what to adjust in their instruction (see also Gesel et al, 2020; Wagner et al, 2017). A similar argument was made by Wayman and Jimerson (2014), who emphasized the need for general education teachers to receive professional training in data use for effective DDI implementation.…”