Coherent instruction is theorized to promote achievement by supporting connected learning experiences and student motivation¶

Claim · All claims
Evidence · 1 study · associational r2 · q1
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Students are more likely to learn when their experiences connect with and build upon one another, and coherent instruction develops competence that builds motivation to engage in learning. → Newmann 2001

Evidence¶

Newmann 2001¶

Newmann, F. M., Smith, B., Allensworth, E., & Bryk, A. S. (2001). School Instructional Program Coherence: Benefits and Challenges. Consortium on Chicago School Research. https://eric.ed.gov/?id=ED

q1 · i? · associational · r2

Theoretical argument drawing on research on learning, cognition, and motivation to explain why instructional program coherence should promote achievement. The report argues that "students at all ages are more likely to learn when their ex- periences connect with and build upon one another." No empirical test of this mechanism is presented in the report.

"Research on learning and cognition indicates that stu- dents at all ages are more likely to learn when their ex- periences connect with and build upon one another."

Discussion¶

Related Claims¶

• Coherence is theorized to assist teacher effectiveness through coordinated professional development and collaborative work on clear goals — related
• Embedding gravitational-wave science across a year-long astronomy curriculum gave coherence to previously disconnected units and motivated students — a narrower finding that bears on this claim
• Coherence Principle Irrelevant Material Hurts Learning — related
• Positive teacher–student relationships are associated with greater student engagement and, more weakly, with achievement — related
• Formative assessment is theorized to foster motivation by supporting autonomy, competence, and relatedness — related