Active learning opportunities in professional development moderate gains in teachers' skills, with alternating input-praxis design far outperforming blocked design for teaching-method use¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Programs with more active learning opportunities reported larger skill effect sizes (B = 0.11), and programs with alternating input and praxis phases produced larger changes in use of teaching methods (g = 0.78) than blocked-design programs (g = 0.03). → Johanna L. Donath 2023
Evidence¶
Johanna L. Donath 2023¶
Johanna L. Donath, Timo Lüke, Elisabeth Graf, Ulrich S. Tran, Thomas Götz. (2023). Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09752-2
q3 · i? · quant-synthesis · r3
Moderator analysis within the meta-analysis of intervention studies on skills (F(1, 368) = 7.84, p = 0.005 for active learning). "larger changes reported in programs with alternating input and praxis phases ( g = 0.78 [0.57; 0.99])" than blocked design (g = 0.03).
"the indicator alternating versus blocked design explained variance in effects sizes reflecting changes in the use of teaching methods (F(1, 88) = 9.03, p = 0.004), with larger changes reported in programs with alternating input and praxis phases ( g = 0.78 [0.57; 0.99]) t han in programs with a blocked design (g = 0.03 [− 0.40; 0.46])"
Discussion¶
Related Claims¶
- Professional development needs roughly 50 hours in a specific area, and long-term content-specific support outperforms one-shot sessions — related
- Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information — related
- Reflection interventions in higher education have a medium positive average effect on learning that varies with duration, peer interaction and the reflective activity used — related
- Effective skill training combines theory presentation, demonstration, practice with feedback, and coaching for transfer (review attribution) — a broader claim this one bears on
- Professional development produces moderate improvements in teachers' skills for implementing inclusive education (g = 0.49) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
active-learning-moderates-skill-gains |
title |
Active learning opportunities in professional development moderate gains in teachers' skills, with alternating input-praxis design far outperforming blocked design for teaching-method use |
description |
Active learning opportunities in professional development moderate gains in teachers' skills, with alternating input-praxis design far outperforming blocked design for teaching-method use |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — johanna-l-donath-2023 |
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