Técnicas e instrumentos de recolección de datos

Table 1: Blank and de las Alas (2009)

Reference Blank, R. K., & de las Alas, N. (2009). Effects of teacher professional development on gains in student achievement: How meta-analysis provides scientific evidence useful to education leaders. Washington, DC: Council of Chief State School Officers.

Research question(s) ‘What are the effects of content-focused professional development for math and science teachers on improving student achievement as demonstrated across a range of studies?’

‘What characteristics of professional development programs (e.g., content focus, duration, coherence, active learning, and collective participation of teachers) explain the degree of effectiveness, and are the findings consistent with prior research on effective professional development (e.g., content focus, duration, coherence, active learning, and collective participation of teachers)?’

Search strategy -searching electronic databases: ERIC, PsycINFO, ProQuest, EBSCO host Academic Premier Search and Education Abstracts, Dissertation Abstracts, and the database of the Campbell Collaboration.

-handsearching periodicals: Review of Educational Research, Educational Evaluation and Policy Analysis, Education Policy Analysis Archives, TC Record, Journal of Research in Science Teaching, Science Education, Electronic Journal of Science Education, Research in Science & Technological Education, Journal of Science Education and Technology, Electronic Journal of Literacy Through Science, Taylor and Francis Group of scholarly periodicals, Journal of Chemical Education, ERS Spectrum, and School Science and Mathematics.

Numbers of studies found 416

Inclusion/exclusion criteria - The document discusses the effects of in-service teacher professional development on student learning. - The study sample focused on teachers of mathematics and/or science and their students in grades K-12. - The document discusses an empirical study.

- The document must report direct student achievement outcomes, not

distal student outcomes such as feelings, impressions or opinions from students about their learning. - The document had to be released between Jan. 1, 1986 and August 31, 2007.

- The study had to take place in the United States. - The research design produces validly measurable results

- The research document contains enough information to compute an effect size Number of studies selected 16

Method of synthesis Meta-analysis

Table 2: Cordingley, Bell, Thomason and Firth (2005)

Reference Cordingley, P., Bell, M., Thomason, S., & Firth, A. (2005). The impact of collaborative continuing professional development (CPD) on classroom teaching and learning. Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning? London: EPPI- Centre, Social Science Research Unit, Institute of Education, University of London.

Research question(s) ‘To systematically review the literature on CPD in order to discover evidence about the impact on teaching and learning of individually oriented and sustained CPD interventions and to compare this with evidence about the impact on teaching and learning of sustained, collaborative CPD (based on the findings of the first review).’

Search strategy -Searching electronic databases (including Educational Resources Information Centre (ERIC), the British Education Index (BEI), Current Educational Research in the UK (CERUK), Education-Online, OCLC FirstSearch and INGENTA). We chose not to search Index to Theses as we found in the first review that we spent considerable time and effort in searching for theses from overseas which could not be procured in time for the review. We retrieved some theses from our overall search strategy

-Hand-searching key journals as recommended by Review and Advisory Group members -Trawling websites (including the American Educational Research Association (AERA) and the Association for the Advancement of Educational Research (AAER) websites. Other websites included the Australian Council for Educational Research (ACER), the Scottish Research in Education Centre (SCRE), the National Foundation for Educational Research (NFER), the Office for Standards in Education (OFSTED), DfES, British Educational Research Association (BERA), and selected LEA and university websites.

-Following up recommendations from Review and Advisory Group members and knowledgeable researchers in the field, as well as approaching numerous overseas researchers for advice -Following up citations in published and unpublished research

Numbers of studies found 5505 titles and abstracts sifted, 223 reviews of full texts Inclusion/exclusion criteria - Focus on CPD which involves more than one teacher

- Have set out to measure impact on teaching and/or learning - Continue over a period of time

- Clearly describe the methods of data collection and analysis - Focus on teachers of pupils aged 5-16

- Have been conducted after 1998

- Clearly identified learning objectives for teachers - Clearly stated aims and objectives

Number of studies selected 81 (17 for in-depth review) Method of synthesis Systematic review

Table 3: Timperley, Wilson, Barrar, and Fung (2007)

Reference Timperley, J., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development. Best evidence synthesis iteration (BES). Wellington: Ministry of Education.

Research question(s) ‘What works in professional learning, how and why, and under what circumstances?’ Search strategy -Initial database searches via ERIC (Educational Research Information Centre)

-Further searches were conducted, using combinations of other keywords related to particular subject areas, research programmes, diverse student groups, and learning outcomes

-This was followed by a search— manually and online—of specific journals and abstracts of theses and dissertations, accessed through the libraries of the University of Auckland and the University of Canterbury

-Further searches were carried out via the websites of institutions known to be involved with professional development, following up the extensive material provided by the Ministry of Education, and making use of personal contacts with researchers and practitioners

Numbers of studies found 217

Inclusion/exclusion criteria For studies reporting quantitative outcomes: - adequacy of student sample

- scoring reliability

- the content validity of the assessment in relation to the focus of the professional development. For studies reporting qualitative outcomes:

- the depth of data collection and analysis - extent to which data were triangulated. Number of studies selected 97

Method of synthesis Realist synthesis

Table 4: Van Veen, Zwart, Meirink and Verloop (2010)

Reference Van Veen, K., Zwart, R., Meirink, J., & Verloop, N. (2010). Professionele ontwikkeling van leraren; een reviewstudie naar effectieve kenmerken van professionaliseringsinterventies van leraren. (Reviewstudie in opdracht van en gesubsidieerd door NWO-PROO Grant no. 441-080353). Leiden: ICLON.

Research question(s) ‘What is known about the effectiveness of teachers’ professional development?’

Search strategy _{-searches in databases ERIC, PsychINFO, Disseration Abstracts, Sociological Collection, PiCarta, Google} Scholar and Google

-following up citations in published research -following up recommendations from an expert group Numbers of studies found 11 reviews

95 intervention-studies

Inclusion/exclusion criteria No criteria were used for the reviews. Criteria for the intervention-studies are: -The study needs to report on a PD intervention

-The study needs to report on outcomes with respect to teacher learning or student learning, outcomes for teacher learning as well as student learning or even on the relation between teacher learning and student learning.

-The study has to be published in a peer-reviewed journal, in a dissertation or in a report commissioned by a renowned institute or government agency.

-Both quasi-experimental case studies and quantitative and qualitative studies were included as long as the method was elaborate and transparent enough in order to draw some conclusions about the effectiveness of features. We based this decision on weighing the methodology and the ‘impact’ of the results. Studies were scored on: a) soundness/rigidity of methodology and b) substantial qualitative or quantitative results. - The study needs to add to previous studies in such a way that it concerns an intervention that has not been examined yet or it concerns a new design or method

Number of studies selected 11 reviews

34 intervention-studies Method of synthesis Realist synthesis

Table 5: Yoon, Duncan, Lee, Scarloss, and Shapley (2007)

Reference Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Washington, DC: Department of Education

Research question(s) ‘How does teacher professional development affect student learning’

Search strategy -searches in electronic databases: ERIC, PsycINFO, ProQuest, EBSCO’s Professional Development Collection, Dissertation Abstracts, Sociological Collection, and Campbell Collaboration

Numbers of studies found 1334

Inclusion/exclusion criteria -The study had to deal with the effects of in-service teacher professional development on student achievement.

-The sample had to include teachers of English, mathematics, and science and their students in grades K– 12.

-The review of evidence was limited to final manuscripts that were based on empirical studies using randomized controlled trials or a quasi-experimental designs.

-The study had to measure student achievement outcomes.

-The study had to use measures demonstrated to be valid and reliable. -The study had to be published between 1986 and 2006.

-Studies had to take place in Australia, Canada, the United Kingdom, or the United States—due to concerns about the external validity of the findings.

Number of studies selected 9