Claims

Content familiarity, not teaching experience, predicted reform-based science teaching practice

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3 · i0–i1
Currency · newest study 2003 · 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.

q3 i1 Each additional semester of college science was associated with a statistically significant .11 of a standard deviation increase in reform-based teaching practice. → Corcoran 2003 q3 i0 There was no significant relationship between years of teaching experience and reform-based practice. → Corcoran 2003 (2)

Evidence

Corcoran 2003

Corcoran, Tom. (2003). The Merck Institute for Science Education: A Successful Intermediary for Education Reform. CPRE Research Report Series RR-052. https://eric.ed.gov/?id=ED480404 doi:10.1037/e383112004-001

q3 · i1 · associational · r2

Same HLM analysis of 334 teachers in the four partner districts; the coefficient for college science semesters was statistically significant, which the authors say suggests content-based professional development is important and bears further investigation.

"Each additional semester of college science (a proxy for content familiarity) was associated with a statistically significant .11 of a standard deviation increase in the model's measure of reform-based teaching practice."

Corcoran 2003 (2)

Corcoran, Tom. (2003). The Merck Institute for Science Education: A Successful Intermediary for Education Reform. CPRE Research Report Series RR-052. https://eric.ed.gov/?id=ED480404 doi:10.1037/e383112004-001

q3 · i0 · associational · r?

Null finding from the same HLM model of 334 teachers: years of teaching experience showed no significant relationship with reform-based practice; equivalence was not tested. The authors note it casts doubt on the assumption that experienced teachers resist change.

"There was no significant relationship between years of teaching experience and reform-based practice. This finding casts doubt on the widespread assumption that experienced teachers are more reluctant to change their practice than relatively new teach- ers."

Discussion

Page metadata
Field Value
type claim
id content-familiarity-predicts-reform-practice-experience-does-not
title Content familiarity, not teaching experience, predicted reform-based science teaching practice
description Content familiarity, not teaching experience, predicted reform-based science teaching practice
status review
evidence_strength moderate
newest_evidence 2003
generated by process:wiki-ingest on 2026-09-26
trust unverified — no one has confirmed this page's content
sources 2 — corcoran-2003, corcoran-2003-2

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