Learning was observed even when teachers engaged in the training alone without mentoring or feedback¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teacher training without mentoring and feedback still produced learning, consistent with antecedent-only training methods. → Slim-Topdjian and Pinto Zipp 2016

Evidence¶

Slim-Topdjian and Pinto Zipp 2016¶

Lina Slim-Topdjian & Genevieve Pinto Zipp (2016). The Use of Video Self-Monitoring Embedded with Mentorship as a Medium to Enhance Experiential Learning Opportunities and Promote Critical Thinking Skills for Educators and Health Science Professionals Working with Children with Autism. Global Education Review, 3(4), 6-18. https://eric.ed.gov/?id=EJ1120743

q2 · i? · causal · r1

Results section observation for the control group, which used the same VSM, scoring, and written reflection process but received no mentoring on performance feedback; the article reports "learning was observed while engaging in the teacher training alone".

"However, interestingly, and in support of the literature of using antecedent-only methods for teacher training (Collins, Higbee & Salzberg, 2009; Greer et al., 2002; and Weldy, Rapp & Capocasa, 2014), learning was observed while engaging in the teacher training alone without mentoring and feedback."

Discussion¶

Related Claims¶

• Teacher training with mentoring produced the greatest and most consistent improvement in teacher performance and procedural integrity compared with training without mentoring — reports the opposite
• Spaced recall quizzing improves long-term retention even when immediate feedback is not provided — related
• Parent Coaching Outperforms Information Only — related
• Mentorship was important to apprentices, but mentor quality and time with mentors varied across programs — related