In-service teachers consistently showed the highest growth in recognizing student reasoning, which the authors attribute to an intervention model including classroom-based task implementation¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q1–q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? K-8 in-service experimental teachers achieved the highest growth rate (51.85%), followed by pre-service secondary (38.46%) and pre-service K-5 teachers (17.02%). → Maher 2014 q1 i? The authors conjecture that the in-service intervention model, which let teachers carry out tasks with their own students, contributed to their better performance. → Maher 2014 (2)

Evidence¶

Maher 2014¶

Maher, C. A., Palius, M. F., Maher, J. A., Hmelo-Silver, C. E., & Sigley, R. (2014). Teachers Can Learn to Attend to Students' Reasoning Using Videos as a Tool. Issues in Teacher Education, 23(1). https://eric.ed.gov/?id=EJ1045688

q3 · i? · causal · r2

Growth-rate breakdown of the three experimental subgroups in the quasi-experimental study (Table 5). The article states "consistently, the in-service teachers performed better" across argument types.

"Overall, the K-8 in-service teachers achieved the highest growth rate (51.85%), followed by the pre-service secondary (38.46 %), and pre-service K-5 teachers (17.02 %)."

Maher 2014 (2)¶

Maher, C. A., Palius, M. F., Maher, J. A., Hmelo-Silver, C. E., & Sigley, R. (2014). Teachers Can Learn to Attend to Students' Reasoning Using Videos as a Tool. Issues in Teacher Education, 23(1). https://eric.ed.gov/?id=EJ1045688

q1 · i? · causal · r2

Authors' interpretation (type e), not a tested result: the in-service model provided direct feedback unavailable to pre-service teachers, who as novices have little or no opportunity to work directly with students. The authors also suspect in-service teachers' greater experience listening to children contributed.

"We argue that this occurred, perhaps, due to the particular model used in the in-service intervention (Maher, Landis, & Palius, 2010); this model enabled the teachers to carry out the tasks with their own students and to study the differences in arguments posed by their students."

Discussion¶

Related Claims¶

• Case Argument 1 was the leading contributor to experimental teachers' assessment growth, accounting for at least 70% of the overall growth rate in each experimental subgroup — related
• Teachers in VCM video-and-task interventions showed higher post-assessment growth in describing students' mathematical arguments than comparison teachers (growth rates 17% to 52% vs. 4%) — possibly the same claim (merge candidate)