The intervention did not change overall classroom instructional quality as measured by the CQELL Generic Lesson Elements and EL Support subscales¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2018 · 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 i? No differences were found between intervention and control teachers on CQELL Generic Lesson Elements or English Learner Support. → Leslie M. Babinski 2018
Evidence¶
Leslie M. Babinski 2018¶
Leslie M. Babinski, Steven J. Amendum, Steven E. Knotek, Marta Sánchez, Patrick Malone. (2018). Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development: A Randomized Controlled Trial. American Educational Research Journal. https://doi.org/10.3102/0002831217732335
q3 · i? · causal · r2
ITT analysis of aggregated CQELL observations in the same teacher sample; parameter estimates were 0.06 for Generic Lesson Elements and 0.18 for EL Support, neither statistically significant. Equivalence was not formally tested; the authors interpret this as similar overall instructional quality.
"No differences were found between teachers in the intervention group and the control group on CQELL Generic Lesson Elements or EL Support, indicating that the overall quality of instruction was similar between the two groups."
Discussion¶
Related Claims¶
- The DCCS professional development program increased teachers' use of the targeted high-impact instructional strategies relative to control teachers — related
- The DCCS professional development program increased intervention teachers' use of the targeted DCCS instructional strategies and Adapted Strategies relative to control teachers, with no difference in overall lesson quality — related
- Fidelity checks confirmed program differentiation: SBI elements were implemented substantially more in treatment classrooms while general instructional quality was similar — related
- Students whose teachers received the DCCS PD showed greater gains on Story Recall and marginally on Verbal Analogies relative to control students — related
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