While teacher effectiveness has been a particular focus of federal education policy, and districts allocate significant resources toward professional development for teachers, these efforts are guided by an unexplored assumption that classroom practice can be improved through intervention. Yet even assuming classroom practice is responsive, little information is available to inform stakeholder expectations about how much classroom practice may change through intervention, or whether particular aspects of classroom practice are more amenable to improvement. Moreover, a growing body of rigorous research evaluating programs with a focus on improving classroom practice provides a new opportunity to explore factors associated with changes in classroom practice, such as intervention, study sample, or contextual features. This study examines the question of responsiveness by conducting a meta-analysis of randomized experiments of interventions directed at classroom practice. Our empirical findings indicate that multiple dimensions of classroom practice improve meaningfully through classroom practice-directed intervention, on average, but also find substantial heterogeneity in the effects. Implications for practice and research are discussed.

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教师的课堂实践对干预的反应如何？随机实地研究的元分析

虽然教师效率一直是联邦教育政策的一个特别关注点，并且学区为教师的专业发展分配了大量资源，但这些努力是由一个未经探索的假设指导的，即可以通过干预来改善课堂实践。然而，即使假设课堂实践是有响应的，也很少有信息可以告知利益相关者关于课堂实践可能通过干预改变多少，或者课堂实践的特定方面是否更易于改进的期望。此外，越来越多以改进课堂实践为重点的严谨的研究评估项目提供了一个新的机会来探索与课堂实践变化相关的因素，例如干预、研究样本或背景特征。本研究通过对针对课堂实践的干预措施的随机实验进行荟萃分析来检验响应性问题。我们的实证结果表明，平均而言，课堂实践的多个维度通过课堂实践导向的干预显着改善，但也发现了显着的效果异质性。讨论了对实践和研究的影响。