The DIA had a statistically significant positive effect on student mathematics achievement compared with the HA¶

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? In the multilevel model, the experimental-group dummy (DIA vs HA) had a coefficient of 0.24 (SE 0.08), statistically significant, favouring students of DIA teachers. → 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

Multilevel analysis (students within classes within schools) of end-of-year mathematics scores for 2356 students, with prior achievement, SES and other covariates controlled. The DIA dummy coefficient was "0.24 (0.08)"; model 5 explained 38.5% of variance with a significant chi-square change (p<0.001).

"The DIA was found to have a statistically significant effect on student achievement compared with the HA. Specifically, the effect of this variable is 0.24 (0.08), indicating that the students of teachers employing this approach have better results in their achievement than those whose teachers employed the Holistic Approach."

Discussion¶

Related Claims¶

• DIA teachers' Rasch teaching-skill scores improved significantly over the year while HA teachers' did not — related
• Teachers moving to the next developmental stage during the intervention had a statistically significant effect on their students' achievement — related
• Teachers' developmental stage of teaching skills significantly predicts student mathematics achievement, with higher stages performing better — related
• Teachers employing the DIA moved to higher developmental stages of teaching skills while no HA teacher moved stage — related