Teachers who achieve high-dosage CAL practice show strong initial buy-in, a clear implementation strategy for practice timing, and close monitoring with follow-up¶
Claim · All claims
Evidence · 1 study · causalr?·q2
Currency · newest study 2024 · 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? Teachers able to achieve high-dosage practice are characterized by a high degree of initial buy-in, a clear implementation strategy for when practice occurs, and willingness to closely monitor progress and follow up with struggling students. → Philip Oreopoulos 2024
Evidence¶
Philip Oreopoulos 2024¶
Philip Oreopoulos, Chloe Gibbs, Michael Jensen, and Joseph Price. (2024). Teaching Teachers To Use Computer Assisted Learning Effectively: Experimental and Quasi-Experimental Evidence. NBER Working Paper 32388. https://doi.org/10.3386/w32388
q2 · i? · causal · r?
The article's further analysis characterizes teachers who achieved high-dosage practice as having "a high degree of initial buy-in" and "a clear implementation strategy for when practice occurs." No effect size is printed for this characterization.
"Teachers able to achieve high-dosage practice have a high degree of initial buy-in, a clear implementation strategy for when practice occurs, and a willingness to closely monitor progress and follow-up with struggling students."
Discussion¶
Related Claims¶
- Math gains from the CAL program occur in classrooms with at least an average of 35 minutes of practice per week — related
- Students receiving the recommended BookNook dosage of 20 or more sessions show markedly stronger reading gains (ES = +0.26) than the overall assigned sample — related
- Personalized Learning Effects Vary With Fidelity — related
- Schools with formal fidelity-monitoring processes achieved stronger MTSS implementation, and full implementers share leadership, professional development, and integration characteristics — related
- OBCs drove increased edtech implementation rates, boosted by provider implementation support, despite challenges including buy-in, staff workload, unclear terms, leadership turnover, and time constraints. — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
high-dosage-cal-teachers-buy-in-strategy-monitoring |
title |
Teachers who achieve high-dosage CAL practice show strong initial buy-in, a clear implementation strategy for practice timing, and close monitoring with follow-up |
description |
Teachers who achieve high-dosage CAL practice show strong initial buy-in, a clear implementation strategy for practice timing, and close monitoring with follow-up |
status |
review |
evidence_strength |
weak |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — philip-oreopoulos-2024 |
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