The effect of Adaptive READS on teachers' literacy practices outside of READS was stronger when teachers were on implementation teams with more collective READS experience¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The effect of Adaptive READS on individual teachers' literacy practices outside of READS increased with the team's mean level of READS experience (Adaptive*Mean READS Experience coefficient 3.141**, p<0.01). → Quinn 2016

Evidence¶

Quinn 2016¶

Quinn, D. M., & Kim, J. S. (2016). Predictors and Moderators of Teacher Learning and Changes in Practice: Evidence from a Randomized Trial of a Teacher-Adapted Literacy Program. SREE Spring 2016 Conference abstract. https://eric.ed.gov/?id=ED567622

q3 · i? · causal · r2

OLS regression on the READS-related Lit Practices Index (Table 4, column 3, N=120) adding Adaptive*Mean READS Experience (3.141) and Mean READS Experience (-2.220) terms; randomization bloc fixed effects, school-clustered standard errors.

"the effect of Adaptive READS on individuals' literacy practices outside of READS was stronger when teachers were in READS teams with more collective READS experience"

Discussion¶

Related Claims¶

• The effect of Adaptive READS on teacher outcomes did not differ depending on the number of a teacher's READS-experienced colleagues on their team — related
• The effect of Adaptive READS versus Core READS on teachers' intervention-related literacy learning depends on teachers' prior experience with Core READS, supporting the scaffolded hypothesis — related
• Adaptive READS had no significant main effect on teachers' incorporation of READS-related practices into regular classroom practice, but the effect differed significantly by prior READS experience, positive for experienced teachers and statistically zero for novices — related