Teacher Professional Development and Student Reading in Middle and High School: A Systematic Review and Meta-Analysis

Abstract

This systematic review investigates the effect of teacher professional development (TPD) on adolescent students’ reading achievement in middle and high school. A systematic search of TPD and student reading achievement studies (1975–2020) identified 15 medium-quality articles meeting this study’s inclusion criteria. A meta-analysis of 14 of these studies corrected by Hedges’ g showed that TPD on student reading was associated with a small overall effect of g = 0.062, p < .05 on student reading outcomes. However, the effect size was moderated by delivery of the TPD, TPD hours, student population, and assessment. None of the 14 studies reported TPD theory-driven quality indicators for TPD delivery (e.g., school support, use of technology, and promotion of self-reflection or reported measures of teacher change). Conclusion of findings in literacy TPD includes the need for TPD theory-driven studies.