Collaboration with experts during design and enactment contributed to the quality of designed artefacts and to teacher learning across all three cases¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2015 · 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.
q2 i? Across the USA, Africa, and Canada cases, collaboration with experts yielded quality of the designed curricular artefacts and contributed to teacher learning of new approaches to teaching and learning. → Joke Voogt 2015
Evidence¶
Joke Voogt 2015¶
Joke Voogt, Therese Laferrière, Alain Breuleux, Rebecca C. Itow, Daniel T. Hickey, Susan McKenney (2015). Collaborative design as a form of professional development. Instr Sci (2015) 43:259-282. https://doi.org/10.1007/s11251-014-9340-7
q2 · i? · qualitative · r2
Cross-case synthesis of the three case descriptions, reporting qualitatively that expert collaboration supported artefact quality and teacher learning; the article prints no quantitative measures for this synthesis.
"Collaboration with experts (all three cases) yielded quality of the curricular artefacts that were designed and contributed to teacher learning of new approaches to teaching and learning (USA, Africa, Canada) and development of design expertise (Africa)."
Discussion¶
Related Claims¶
- Student hat activities and planning-reflection tools support teachers' curricular sensemaking, content understanding, and empathy with student experiences — related
- All 35 reviewed studies used models or modeling, and curriculum without PD support yielded worse outcomes than older curriculum with none — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
expert-collaboration-quality-and-teacher-learning |
title |
Collaboration with experts during design and enactment contributed to the quality of designed artefacts and to teacher learning across all three cases |
description |
Collaboration with experts during design and enactment contributed to the quality of designed artefacts and to teacher learning across all three cases |
status |
review |
evidence_strength |
weak |
newest_evidence |
2015 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — joke-voogt-2015 |
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