Most respondents found grant training useful, applied the information in their school, and shared it with others¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Most respondents reported the training they received in their grant activity was useful or very useful for their current job, applied the activity information in their school, and shared it with others in their school. → Scott Richman 2016

Evidence¶

Scott Richman 2016¶

Scott Richman, Alyson Burnett, Erin Dillon, Lisbeth Goble, Moira McCullough, Christina Clark Tuttle. (2016). District-Charter Collaboration Grant Implementation: Findings for Teacher and Principal Surveys. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/districtcharter-collaboration-grant-implementation-findings-for-teacher-and-principal-surveys

q2 · i? · associational · r1

Educator survey from the District-Charter Collaboration Grant evaluation. Respondents reported training was "useful or very useful for their current job" and that they applied and shared the activity information in their school. Descriptive survey findings; no effect sizes printed.

"Most respondents reported that the training they received in their grant activity was useful or very useful for their current job, they applied the activity information in their school, and they shared the activity information with others in their school."

Discussion¶

Related Claims¶

• ADK program teachers rated the four September 1992 inservice meetings very positively, averaging 4.7 on a 5-point scale — related
• In cities with individually targeted grant activities, more than three-quarters of grant participants collaborated across sectors
• In schoolwide grant-activity cities, about half of surveyed educators collaborated with educators from the opposite sector
• Cross-sector leadership programs were widely viewed as the most successful collaboration grant activities, while limited grant time period and scope and lack of goal clarity hindered implementation
• Compact collaboration activities did not yield systemic change within the grant period but were perceived to have produced small-scale improvements in instructional quality and human capital practices and increased availability of school effectiveness information
• Most teachers participate in informal professional development activities, which generate more satisfaction than formal in-service days — related