DIA teachers' Rasch teaching-skill scores improved significantly over the year while HA teachers' did not¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? DIA teachers' final Rasch person estimate was significantly higher than their initial score (t=4.14, df=64, p<.001), whereas HA teachers showed no significant progress (t=0.87, df=64, p=0.38). → Antoniou 2011

Evidence¶

Antoniou 2011¶

Antoniou, P., Kyriakides, L., & Creemers, B. (2011). Investigating the Effectiveness of a Dynamic Integrated Approach to Teacher Professional Development. ceps Journal, 1(1). https://eric.ed.gov/?id=EJ1130737

q3 · i? · causal · r2

Paired comparison of Rasch person estimates from classroom observations before and after the intervention. The DIA group rose from Mean=-0.28 to Mean=0.36, "statistically significant (t=4.14, df=64, p<.001)"; the HA group's paired t-test showed no significant progress (t=0.87, p=0.38).

"the final score of teachers employing the DIA (Mean=0.36, SD=1.05) was higher than their initial score (Mean=-0.28, SD=1.01), and that this difference was statistically significant (t=4.14, df=64, p<.001)"

Discussion¶

Related Claims¶

• Teachers employing the DIA moved to higher developmental stages of teaching skills while no HA teacher moved stage — related
• The DIA had a statistically significant positive effect on student mathematics achievement compared with the HA — related
• Neither PD approach changed teacher perceptions of teaching or attitudes towards teaching — related