Most study teachers received all ERWC materials and sufficient professional learning: 82.1 percent met professional-learning thresholds and all 56 received materials¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2018: local conditions change quickly
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.
q2 i? 46 of 56 teachers (82.1 percent) participated in a sufficient number of professional-learning opportunities, and all 56 received all curriculum materials. → Anthony B. Fong 2015
Evidence¶
Anthony B. Fong 2015¶
Anthony B. Fong, Neal D. Finkelstein, Laura M. Jaeger, Rebeca Diaz, Marie E. Broek. (2015). Evaluation of the Expository Reading and Writing Course: Findings from the Investing in Innovation Development Grant. WestEd. https://eric.ed.gov/?id=ED559522
q2 · i? · causal · r2
Fidelity assessment of the professional-learning component (two-day summer session, PLC meetings, coaching sessions) and materials distribution among the 56 study teachers. The report states "46 of 56 teachers (82.1 percent)" participated sufficiently.
"With respect to the professional-learning component, 46 of 56 teachers (82.1 percent) were deemed to have participated in a sufficient number of professional-learning opportunities. With respect to receiving the ERWC curriculum materials, each of the 56 study teachers received all of the materials."
Discussion¶
Related Claims¶
- Most ERWC teachers completed required professional learning (82-99 percent), but only 0-3 percent taught the curriculum with fidelity across the three study years — related
- Only 17.9 percent of study ERWC teachers taught at least 8 modules with fidelity under the strand criterion, versus 62.5 percent under an activity-count criterion — related
- The cost analysis suggests the ERWC is a modest investment whose upfront development and training costs become insignificant over time — related
- Teachers reported that insufficient instructional minutes during the school year prevented them from teaching all required ERWC modules with fidelity — related
- Teachers viewed the ERWC 3.0 as an improved curriculum that promoted high student engagement and supported students' academic and personal growth — related
- Teachers least often taught the aspects of the ERWC curriculum associated with writing and metacognition — related
- Tutor engagement in Ubuntu professional learning sessions was high in both districts, with 82 percent of District A tutors and 94 percent of District B tutors attending all three sessions — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
erwc-high-materials-professional-learning-fidelity |
title |
Most study teachers received all ERWC materials and sufficient professional learning: 82.1 percent met professional-learning thresholds and all 56 received materials |
description |
Most study teachers received all ERWC materials and sufficient professional learning: 82.1 percent met professional-learning thresholds and all 56 received materials |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
recheck_by |
2018 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — anthony-b-fong-2015 |
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