Coherence is theorized to assist teacher effectiveness through coordinated professional development and collaborative work on clear goals¶

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? Teachers who participate in coherent professional development experiences are more likely to learn from them and integrate new knowledge into teaching, and professionals working together on integrated activities toward clear goals produce higher quality work. → 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 organizational research and research on professional development. The report states that "teachers who participate in co- herent professional development experiences, as op- posed to short-term, unrelated activities, are also more likely to learn from those experiences." No direct empirical test is presented.

"teachers who participate in co- herent professional development experiences, as op- posed to short-term, unrelated activities, are also more likely to learn from those experiences and to integrate that new knowledge into their teaching."

Discussion¶

Related Claims¶

• Coherent instruction is theorized to promote achievement by supporting connected learning experiences and student motivation — related
• Teachers reporting better professional development and curricular coherence have better instructional practices than other teachers in their school — related
• An innovation foreign to the rest of its system tends to be rejected; lasting change needs a coordinated bundle of innovations. — a broader claim this one bears on
• Elementary teachers were more likely than high school teachers to report that standards-related professional development had extensive impact on their teaching practices — a narrower finding that bears on this claim
• Teachers drawing on a combination of professional development sources experience higher quality development than those drawing primarily on one source — a narrower finding that bears on this claim
• Better coordination, communication, and coherence across professional learning and supports are needed to sustain centering student experience — a narrower finding that bears on this claim
• Schools with many unrelated and unsustained initiatives show smaller gains than schools with coherent programs — related
• Inquiry environments are hard to scale because they are ambitious learning activity systems requiring changes in roles, participation, and system coherence — related
• State investments in coordinators, professional development, and technical assistance were key to achieving community schools outcomes — a narrower finding that bears on this claim
• Program-based studies cannot isolate the effect of inquiry-based instruction because they vary many program elements simultaneously — related