Examining Effective Characteristics of Professional Development in K-12 Education Since the Inception of the No Child Left Behind Act of 2002: A Meta-Analytic Investigation

Authors

Eugene M. Thomas
Karen H. Larwin

Abstract

With the dire financial crisis facing our national and state economy, schools are forced to reduce budgets while simultaneously improve program delivery. Professional development is the mechanism that is generally used to facilitate improving educational delivery and subsequently student achievement results. This investigation examines the influence of professional development on student achievement since No Child Left Behind. Results indicate that professional development can have a moderate impact on student achievement. A number of moderators were found to have a positive significant impact on this effect including the level of students, the duration of the professional development, the discipline area focus of professional development, attendance requirements, delivery mechanism, and strategies. The implications of these findings are discussed.

Recommended Citation

Thomas, Eugene M. and Larwin, Karen H. (2014) "Examining Effective Characteristics of Professional Development in K-12 Education Since the Inception of the No Child Left Behind Act of 2002: A Meta-Analytic Investigation," Journal of Educational Leadership in Action: Vol. 2: Iss. 2, Article 4.
DOI: https://doi.org/10.62608/2164-1102.1072
Available at: https://digitalcommons.lindenwood.edu/ela/vol2/iss2/4

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