Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. NCEE 2016-4010.

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Identifying the characteristics of effective teacher professional development: a critical review (2020, background): “For example, Garet et al. (2016) evaluated a programme that provided sustained, collaborative PD for volunteers focused on teachers’ mathematical knowledge, led by outside experts, including active learning.”
Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial (2019, background): “, 2010), others find null or mixed results (Argentin, Pennisi, Vidoni, Abbiati, & Caputo, 2014; Jacob, Hill, Corey, 2017; Dominguez, Nicholls, & Storandt, 2006; Garet et al., 2011; Garet et al., 2016; Santagata et al., 2011).”
Effective Programs in Elementary Mathematics: A Meta-Analysis (2021, background): “, 2017; Gersten et al., 2014; Jacobse & Harskamp, 2011; Kulik & Fletcher, 2016; Li & Ma, 2010; Lynch et al., 2019; Nelson & McMaster, 2019; Savelsbergh et al., 2016). We were particularly careful to be sure we found unpublished as well as published studies, because of the known effects of publicatio”
The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence (2018, background): “…more often than not fail to produce systematic improvements in instructional practice or student achievement, especially when implemented at scale (Garet et al., 2008; Garet et al., 2011; Garet et al., 2016; Glazerman et al., 2010; Harris & Sass, 2011; Jacob & Lefgren, 2004; Randel et al., 2011).”