Teacher Professional Learning and Practice for Writing Instruction: A 20-Year Systematic Review and Meta-Analysis of U.S. Studies
Saved in:
| Title: | Teacher Professional Learning and Practice for Writing Instruction: A 20-Year Systematic Review and Meta-Analysis of U.S. Studies |
|---|---|
| Language: | English |
| Authors: | Edmund P. Fernandez (ORCID |
| Source: | Grantee Submission. 2026. |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A170529 R305R220020 |
| Document Type: | Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Writing Instruction, Elementary Secondary Education, Faculty Development, Teacher Competencies, Program Effectiveness, Coaching (Performance), At Risk Students, Writing Difficulties, Teacher Characteristics, Institutional Characteristics, Intervention, Teacher Attitudes |
| DOI: | 10.1080/10573569.2026.2651760 |
| Abstract: | Writing is a necessary skill for communication and success, yet teaching it remains a challenge due to insufficient teacher preparation. This systematic review and meta-analysis examine the effectiveness of professional learning and practice (PLP) on the quality of teaching (QT) writing across the United States. Analyzing 20 effect sizes from 10 studies conducted between January 2001 and May 2021, involving 508 teachers across grades K-12, the findings reveal a positive overall effect of PLP on QT writing (ES = 0.52, p = 0.007). The analysis found no significant moderating effects of coaching or grade level. However, this review revealed a striking scarcity of studies evaluating PLP in writing instruction, underscoring the need for further research that examines changes in the QT before and after PLP participation to better understand its impact. [This is the online first version of an article published in "Reading & Writing Quarterly" (ISSN 1057-3569, EISSN 1521-0693).] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | ED679593 |
| Database: | ERIC |
| Abstract: | Writing is a necessary skill for communication and success, yet teaching it remains a challenge due to insufficient teacher preparation. This systematic review and meta-analysis examine the effectiveness of professional learning and practice (PLP) on the quality of teaching (QT) writing across the United States. Analyzing 20 effect sizes from 10 studies conducted between January 2001 and May 2021, involving 508 teachers across grades K-12, the findings reveal a positive overall effect of PLP on QT writing (ES = 0.52, p = 0.007). The analysis found no significant moderating effects of coaching or grade level. However, this review revealed a striking scarcity of studies evaluating PLP in writing instruction, underscoring the need for further research that examines changes in the QT before and after PLP participation to better understand its impact. [This is the online first version of an article published in "Reading & Writing Quarterly" (ISSN 1057-3569, EISSN 1521-0693).] |
|---|---|
| DOI: | 10.1080/10573569.2026.2651760 |
