Teachers employing the DIA moved to higher developmental stages of teaching skills while no HA teacher moved stage¶

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? None of the HA teachers moved from one developmental stage to another, whereas 21 of the 65 DIA teachers moved to the next stage. → 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

Group-randomised intervention study of 130 Cypriot teachers: observational data at baseline and end of year were Rasch-analysed to classify teachers into stages. The article reports that "none of the teachers of the group employing the HA managed to move from one stage to another", while 21 of 65 DIA teachers moved up one stage.

"By comparing the classification of teachers into different stages at the beginning and at the end of the intervention, it was found that none of the teachers of the group employing the HA managed to move from one stage to another."

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
• 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