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Contains fulltext : 284218.pdf (Publisher’s version ) (Open Access) Differentiated instruction is a key indicator of effective teaching, but difficult to implement. Thus, educators have called for professional development (PD) programs on the topic. Based on 27 selected studies, this meta-analysis examined the overall effectiveness of PD programs in terms of teacher and student outcomes, and assessed theoretically relevant PD program features as mod-erators. Our findings indicated that PD programs have a medium effect on teachers' knowledge, attitudes and practices. Furthermore, teachers improved more in their differentiation practices if a PD program was provided within a specific subject domain. As PD programs had no significant effect on students' learning, the relation between teacher development and student learning re-quires further scrutiny so that students will benefit from their teachers' learning. 13 p. |
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