View in EDS

Teacher Professional Learning and Practice for Writing Instruction: A 20-Year Systematic Review and Meta-Analysis of U.S. Studies

Saved in:
Bibliographic Details
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 0000-0002-2870-1269), Lara-Jeane C. Costa (ORCID 0000-0002-2552-7728), Maddox E. Cory (ORCID 0009-0006-4021-2448), Chelsea M. Carter (ORCID 0009-0008-0483-3145), Stephen R. Hooper (ORCID 0000-0002-6761-4504)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: ED679593
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teacher Professional Learning and Practice for Writing Instruction: A 20-Year Systematic Review and Meta-Analysis of U.S. Studies
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Edmund+P%2E+Fernandez%22">Edmund P. Fernandez</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2870-1269">0000-0002-2870-1269</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lara-Jeane+C%2E+Costa%22">Lara-Jeane C. Costa</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2552-7728">0000-0002-2552-7728</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maddox+E%2E+Cory%22">Maddox E. Cory</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0006-4021-2448">0009-0006-4021-2448</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chelsea+M%2E+Carter%22">Chelsea M. Carter</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0008-0483-3145">0009-0008-0483-3145</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stephen+R%2E+Hooper%22">Stephen R. Hooper</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6761-4504">0000-0002-6761-4504</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2026.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 23
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: R305A170529<br />R305R220020
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Information Analyses
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Difficulties%22">Writing Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/10573569.2026.2651760
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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).]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED679593
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED679593
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/10573569.2026.2651760
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
    Subjects:
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Writing Difficulties
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
    Titles:
      – TitleFull: Teacher Professional Learning and Practice for Writing Instruction: A 20-Year Systematic Review and Meta-Analysis of U.S. Studies
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Edmund P. Fernandez
      – PersonEntity:
          Name:
            NameFull: Lara-Jeane C. Costa
      – PersonEntity:
          Name:
            NameFull: Maddox E. Cory
      – PersonEntity:
          Name:
            NameFull: Chelsea M. Carter
      – PersonEntity:
          Name:
            NameFull: Stephen R. Hooper
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 08
              M: 04
              Type: published
              Y: 2026
          Titles:
            – TitleFull: Grantee Submission
              Type: main
ResultId 1