In Oceanside, teachers' successes in supporting student academic discourse diminished when teachers followed newly adopted instructional materials too closely¶
Claim · All claims
Evidence · 1 study · designr1·q1
Currency · newest study 2019 · 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.
q1 i? When Oceanside began using newly adopted elementary materials, discourse successes teachers had demonstrated diminished when teachers followed the new materials too closely. → Perry 2019
Evidence¶
Perry 2019¶
Perry, R., Marple, S., & Reade, F. (2019). Roadblocks and routes: Professional development in Math in Common districts. San Francisco, CA: WestEd. https://www.wested.org/permissions
q1 · i? · design · r1
District-reported observation from Oceanside Unified during the 2016–17 adoption of new elementary materials: discourse successes "diminished when teachers followed their new instructional materials too closely." The report notes this phenomenon was not uncommon across the initiative. No effect size is printed.
"successes that teachers had demonstrated in supporting students' academic discourse — based on what they had learned from studying the standards and participating in the PD — diminished when teachers followed their new instructional materials too closely."
Discussion¶
Related Claims¶
- Material arrangement of artifacts (strips centered and ordered by length, worksheets held close) affords and stabilizes the initial pattern of activity; later decentralization enables new patterns — related
- Statewide mathematics achievement gaps between English learners and English speakers increased from 2015 to 2017, a pattern evident in all but one MiC district — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
close-following-of-new-materials-diminished-discourse-gains |
title |
In Oceanside, teachers' successes in supporting student academic discourse diminished when teachers followed newly adopted instructional materials too closely |
description |
In Oceanside, teachers' successes in supporting student academic discourse diminished when teachers followed newly adopted instructional materials too closely |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — perry-2019 |
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