Teachers commonly attribute increased student engagement—active involvement, multiple solution approaches, perseverance, and confidence—to ILC-influenced instruction¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers commonly attributed to ILC increased levels of student engagement: students were more actively involved, explored multiple ways to solve a problem, exhibited perseverance, and were more confident with challenging subjects. → Lotan 2019

Evidence¶

Lotan 2019¶

Lotan, R. A., Burns, D., & Darling-Hammond, L. (2019). The Instructional Leadership Corps: Entrusting professional learning in the hands of the profession. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/instructional-leadership-corps-professional-learning

q2 · i? · qualitative · r2

Cross-case findings from interviews and classroom observations at four sites. During observations the authors saw teachers incorporate strategies and tools learned in ILC workshops, and teacher leaders described a changed teacher mindset giving students more control.

"Teachers commonly attributed to ILC the increased levels of student engagement they witnessed: Students were more actively involved in lessons, explored multiple ways to solve a problem, exhibited perseverance in tackling difficult problems, and were more confident and empowered when faced with challenging subjects."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Teachers commonly attribute increased student engagement to ILC-influenced instruction — possibly the same claim (merge candidate)
• Large majorities of ILC workshop participants report their ILC experiences influenced curriculum, instruction, assessment, engagement, and learning to a great extent — related
• Students with a stronger sense of belonging tend to show more academic self-confidence, motivation, engagement and achievement (review reports Pedler et al.) — related
• Over four years, more than 250 ILC leaders provided multi-session professional learning to more than 32,000 California educators across more than 2,000 schools and at least 495 districts — related
• VSDR helped students reflect on and adopt alternative problem-solving approaches to tasks — related
• Teachers reported providing deep-engagement opportunities at levels similar to or greater than student reports, and about 8 in 10 attributed instruction changes to the network — related