engleski

Systematic Review as a Research Method: A Case of Professional Development of Mathematics Teachers

This study utilized a systematic review of literature as the main research method. The systematic review consists of precisely defined steps to ensure research rigor. First, we formulated appropriate research questions. Second, we defined the search terms and selected databases. Third, we used inclusion and exclusion criteria, which guided us in the further literature search. Fourth, we evaluated the scientific quality of the obtained publications using predefined quality criteria. Only studies that met the quality requirements were included in this review. Finally, data answering the research questions were extracted. Our aim was to identify studies that examined the professional development of mathematics teachers with an influence on student achievements. In this process, we identified 22 studies connected with our research question. In the reviewed studies, we examined whether professional development influenced student achievements, the effect size of achievement, and we classified the models used in professional development according to the autonomy given to the teacher in the professional development. Most professional development models were transmissive, some combined features of malleable and transmissive models, while characteristics of only malleable models were present in few studies. Half of the studies described professional development that did not impact student achievements. Our review showed that many studies had small effect size on student achievements in comparison with the effect size of 0.40, Hattie’s “hinge point” for educational interventions.

effect size ; mathematics teachers ; professional development ; systematic review

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