Teachers commonly attribute increased student engagement 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 attribute increased student engagement to ILC workshops: students were more actively involved, explored multiple solution approaches, persevered on difficult problems, and were more confident. → Lotan 2019

Evidence¶

Lotan 2019¶

Lotan, R. A., & Burns, D. (2019). The Instructional Leadership Corps: Teachers leading sustainable professional learning in their communities. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/instructional-leadership-corps-teachers-leading

q2 · i? · qualitative · r2

Attributional finding from the casebook's cross-site synthesis: "Teachers commonly attributed to ILC the increased levels of student engagement they witnessed." This is teacher attribution, not a measured student outcome.

"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¶

• Motivation — outcome: instruction changes it

Related Claims¶

• Teachers commonly attribute increased student engagement—active involvement, multiple solution approaches, perseverance, and confidence—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
• 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