Teacher Professional Learning and Practice for Writing Instruction: A 20-Year Systematic Review and Meta-Analysis of U.S. Studies
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 = .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.
Fields of Study & Subjects
Writing and Handwriting Education
Discourse Analysis in Language Studies
Reading and Literacy Development
Publication details
- Journal / source
- Reading & Writing Quarterly
- Publisher
- Informa UK Limited
- Volume
- 42
- Issue
- 5
- Pages
- 396–417
- Publication date
- 8 April 2026
- Language
- EN