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Improving student outcomes through professional development: Protocol for a cluster randomised controlled trial of Quality Teaching Rounds

2019; Elsevier BV; Volume: 98; Linguagem: Inglês

10.1016/j.ijer.2019.09.002

1873-538X

Andrew Miller, Jennifer Gore, Claire Wallington, Jessica Harris, Elena Prieto, Max Smith,

Collaborative Teaching and Inclusion

Translation of teacher professional development into improved student outcomes is of global interest, with experimental methods required to demonstrate potential professional development intervention effects. This protocol for a four-arm cluster randomised controlled trial is designed to test the efficacy of a structured collaborative approach to professional development called Quality Teaching Rounds (QTR). Linear mixed models will be used to compare a QTR group to two time-equivalent intervention groups and a usual-practice control group. The primary outcomes are at the student level (reading, mathematics and science). Secondary outcomes are assessed at student level (quality of school life and aspirations), and teacher level (teaching quality, engagement, morale, teaching efficacy and collective efficacy). Qualitative methods are used to complement quantitative analysis.