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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The Adaptive READS × number of other experienced teachers on team interaction was not statistically significant for teachers' literacy-related learning. → Quinn and Kim 2017 q3 i? The effect of Adaptive READS on individuals' literacy practices did not differ depending on the number of colleagues with READS experience. → Quinn and Kim 2017 (2)

Evidence¶

Quinn and Kim 2017¶

David M. Quinn, James S. Kim. (2017). Scaffolding Fidelity and Adaptation in Educational Program Implementation: Experimental Evidence From a Literacy Intervention. American Educational Research Journal. https://doi.org/10.3102/0002831217717692

q3 · i? · causal · r2

Peer-effects model (Table 3, Column 3) in the 27-school cluster-randomized trial; the Adaptive READS × Number of Other Experienced Teachers on Team coefficient was 0.285 (SE 0.181), not statistically significant.

"In the third column of Table 3, we test whether Adaptive READS was more effective at promoting learning for teachers in schools in which a greater number of other teachers had experience with READS. The interaction was not statistically significant."

Quinn and Kim 2017 (2)¶

David M. Quinn, James S. Kim. (2017). Scaffolding Fidelity and Adaptation in Educational Program Implementation: Experimental Evidence From a Literacy Intervention. American Educational Research Journal. https://doi.org/10.3102/0002831217717692

q3 · i? · causal · r2

Peer-effects model (Table 4, Column 3) predicting the READS-related literacy practices index; the interaction coefficient was 0.319 (SE 0.275), not statistically significant.

"In the third column of Table 4, we find that the effect of Adaptive READS on individuals' literacy practices did not differ depending on the number of a teacher's colleagues who had READS experience."

Discussion¶

Related Claims¶

• 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
• 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 — related
• Intervention management approach (adaptive vs. fidelity) had no significant main effect on teachers' self-reported literacy-related learning, but teachers new to READS reported learning more than experienced teachers (ES=.51 sd) — related