Teacher participation in the MACE professional development program added no measurable effect on any student outcome¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2019 · 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.
q3 i? Across GAT, vocabulary, GCT, and VAA outcomes, class growth differences were not explained by PD program participation. → Eveline M. Schoevers & Paul P. M. Leseman & Evelyn H. Kroesbergen 2019
Evidence¶
Eveline M. Schoevers & Paul P. M. Leseman & Evelyn H. Kroesbergen 2019¶
Eveline M. Schoevers & Paul P. M. Leseman & Evelyn H. Kroesbergen. (2019). Enriching Mathematics Education with Visual Arts: Effects on Elementary School Students' Ability in Geometry and Visual Arts. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-019-10018-z
q3 · i? · causal · r2
Multilevel analyses across all outcome measures found no effect of the PD program condition on student growth; for the VAA aspects the PD coefficients were non-significant (e.g. space t(94) = −1.02, p = 0.31). The authors suggest the elaborate manual left little added value for the PD.
"However, the MACE PD program did not show such an effect (space, t(94) = − 1.02, p = 0.31; space suggestion, t(94) = 1.13, p = 0.26; composition, t(94) = − 0.30, p =0 . 7 6 )."
Discussion¶
Related Claims¶
- MACE participation increased students' use of daily (tier 1) geometrical words, but not academic (tier 2) geometrical words, which decreased in all conditions — related
- Students who received the MACE lesson series improved more than comparison students in describing the geometrical aspects space, space suggestion, and composition in a visual artwork — related
- Students' ability to understand and explain geometric phenomena improved in all conditions, with no difference between MACE and regular geometry lessons — related
- Students' geometrical creative thinking improved in all conditions, with no difference between MACE and regular geometry lessons — related
- The MACE visual arts aspect of shape showed no improvement and no condition effect — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mace-pd-no-student-effect |
title |
Teacher participation in the MACE professional development program added no measurable effect on any student outcome |
description |
Teacher participation in the MACE professional development program added no measurable effect on any student outcome |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — eveline-m-schoevers-paul-p-m-leseman-evelyn-h-kroesbergen-2019 |
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