An examination of the effect of teacher professional development and teacher practices on student writing achievement
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Abstract
The purpose of this study was to examine the effect of teacher writing focused professional development and teacher practices on student writing achievement. The researcher also examined the relationship between continuous teacher professional development and teacher writing practices. Using non-experimental, non-probability sampling, the researcher selected three pre-existing case studies in which the researchers investigated the outcome of professional development on teachers’ writing content knowledge, writing and pedagogic proficiency. The studies also examined the effect of the professional development models on student achievement. Using a point-by-point comparative method, the researcher thoroughly analyzed and compared the three case studies in order to identify common thematic elements. Findings from the comparative analysis indicate that majority of the teacher participants’ pedagogical and content knowledge increased as an outcome of professional development activities. The students of participating teachers also experienced increased writing academic achievement as an outcome of the teachers’ participation in professional development.