Can professional development of teachers reduce disparity in student achievement?

Meissel, Kane; Parr, Judy M.; Timperley, Helen

doi:10.1016/j.tate.2016.05.013

Cited by 59 publications

(39 citation statements)

References 32 publications

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“…This point is raised by other researchers too (Meissel et al, 2016;Polly et al, 2015). The study recommends that using need assessment tools such as the NSDC's (2001) Standards for Staff Development.…”

Section: Discussionmentioning

confidence: 99%

“…Teachers learn best through professional development that addresses their needs (Meissel et al, 2016). The theoretical framework of adult learning theory shares the need for ongoing quality professional development, which requires teachers to become lifelong adult learners (Eleonora, 2003;Hiebert, Gallimore, & Stigler, 2002).…”

Section: Needs For Professional Development Activitiesmentioning

confidence: 99%

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Perception of Teachers’ Professional Development Needs, Impacts, and Barriers

et al. 2016

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The article reports on findings from the TALIS (Teaching and Learning International Survey) 2013 study for Abu Dhabi which gathered teachers' views on teaching and learning with a focus on professional development. The aim of this study is to better understand teachers' perceptions of professional development needs and impacts as well as the barriers faced by teachers from secondary schools in Abu Dhabi. The study provides some insights into the variations of those perceptions relative to other independent variables such as teachers' age and gender, and type of schools. With regard to the perceived need for professional development activities, the most significant variation is observed with regard to public or private schools. With regard to the impact of those activities, male teachers almost consistently assign higher perceived impact scores than female teachers. Public schools also assign higher perceived impact scores for all activities that they participated in. However, female teachers assign significantly higher perceived barrier scores to five of the seven listed barriers to participating in professional development activities. The research has implications for professional development providers to ensure the effectiveness of professional development opportunities for educators in Abu Dhabi.

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Section: Discussionmentioning

confidence: 99%

Section: Needs For Professional Development Activitiesmentioning

confidence: 99%

Perception of Teachers’ Professional Development Needs, Impacts, and Barriers

et al. 2016

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“…In addition to student motivation and self-efficacy, analysts also suggest that a variety of teacher factors, family and home environment elements are the predictors of student's reading achievement (Hemmerechts et al 2017;Meissel et al 2016;Muñoz et al 2013). The family and home environment factors, in particular, tend to have the largest influence on children's literacy development (Hampden-Thompson et al 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

The role of reading motivation, self-efficacy, and home influence in students’ literacy achievement: a preliminary examination of fourth graders in Abu Dhabi

Yang

Badri

Rashedi

et al. 2018

Large-scale Assess Educ

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Background: This study aimed to identify motivation and home influence factors that predict reading literacy achievement of grade 4 students in Abu Dhabi It drew on the Progress in International Reading Literacy Study (PIRLS) 2011 data, which placed Abu Dhabi students' results substantially below the international benchmark of 500. Methods: Selected items from the PIRLS 2011 student and home questionnaires were analyzed in a regression model fitted using the IEA International Database (IDB) Analyzer software (version 4.0.20) to determine the effects of student intrinsic and extrinsic reading motivation, reading self-efficacy, and home literacy environment on reading achievement. Results: Results from multiple regression analyses showed that student's reading self-efficacy was the strongest predictor of student reading achievement, while a number of home context variables made significant and independent contributions. However, two variables that are widely claimed as key to the success of reading development and achievement, intrinsic reading motivation and parent involvement in learning, were shown to have either no or negative association with student reading achievement. Conclusions: The findings affirm the important contributions of student self-efficacy, extrinsic motivation, and home literacy environment to the reading achievement of Abu Dhabi's 4th graders, which supports the design of a comprehensive and enabling literacy promotion strategy and program that integrates individualreaders, the school, and home literacy environments. Possible explanations of the observed relationships between intrinsic reading motivation, parent involvement in learning, and reading comprehension in the context of Abu Dhabi was also discussed.

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“…An international trend in school education in countries as varied as England, New Zealand, the USA, Finland, Italy, Sweden and South Africa has been the implementation of programmes or practices focused on equalising learning outcomes between different student groups to promote equity and social justice (MacBeath & Mortimore, 2001;Murray & Malmgren, 2005;Grubb, 2007;Ainscow et al, 2010;Ndlovu, 2011;Faubert, 2012;Grimaldi, 2012;Ball, 2013;Payne, 2013;Persson, 2013;Meissel et al, 2016). At the same time, a body of scholarly literature critiques such programmes as lacking substance, appropriating equity discourses without without being too subversive, can, nevertheless, conscientise students.…”

Section: Introductionmentioning

confidence: 99%

Problematising the use of education to address social inequity: Could participatory action research be a step forwards?

Giannakaki

McMillan²,

Karamichas

2018

British Educational Res J

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This paper critiques international trends towards certain school practices aimed at promoting equity and social justice by closing gaps in specific learning outcomes among students. It argues that even though some of these practices (e.g. individualised student support, data‐driven leadership) improve learning outcomes for certain groups considered ‘disadvantaged’, they fail to have a genuine impact on the issue. They remain ‘locked’ in the logic of social mobility, reaffirming the legitimacy of a hierarchical system underpinned by competitive individualism, which unfairly distributes social opportunities under the guise of ‘merit’ and ‘justice’. The paper argues that unless students develop awareness of the subtle injustices legitimised by the current system, no specialised interventions will ever tackle inequity, but will, instead, reinforce it. Yet, attempts to explicitly challenge mainstream school practices are likely to face harsh resistance from system agents due to being so ingrained in school cultures. An alternative strategy is suggested which, without being too subversive, could raise students’ awareness—what Freire called ‘conscientização’. This would entail the application of participatory action research (PAR), under the cloak of traditional (system‐aligned) action research. Such PAR, despite its political character, would initially appear to fulfil the performative role of more technical interventions (e.g. raising test scores), but in such a way that ‘conscientização’ also happens in the process. This may set the ground for social reform, encouraging the transition to a more sustainable and equitable society based on collectivity and solidarity.

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Can professional development of teachers reduce disparity in student achievement?

Cited by 59 publications

References 32 publications

Perception of Teachers’ Professional Development Needs, Impacts, and Barriers

Perception of Teachers’ Professional Development Needs, Impacts, and Barriers

The role of reading motivation, self-efficacy, and home influence in students’ literacy achievement: a preliminary examination of fourth graders in Abu Dhabi

Problematising the use of education to address social inequity: Could participatory action research be a step forwards?

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