Teachers who worked with the model of contingent teaching increased their teaching quality more than teachers who did not participate, especially on the contingent-teaching steps¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the experimental study, teachers who worked with the MCT increased their teaching quality more than the teachers who did not participate, especially with regard to the steps of contingent teaching. → J. van de Pol 2014

Evidence¶

J. van de Pol 2014¶

J. van de Pol, M. Volman, F. Oort, J. Beishuizen. (2014). Teacher scaffolding in small-group work: an intervention study. Journal of the Learning Sciences. https://doi.org/10.1080/10508406.2013.805300

q3 · i? · causal · r1

Experimental intervention study in which 17 of 30 prevocational-education social studies teachers participated in the MCT professional development program; the article reports that "The teachers who worked with the MCT increased their teaching quality more than the teachers who did not participate."

"The teachers who worked with the MCT increased their teaching quality more than the teachers who did not participate, especially with regard to the steps of contingent teaching."

Discussion¶

Related Claims¶

• Program teachers showed more complete cycles of contingent teaching at postmeasurement than the other teachers — possibly the same claim (merge candidate)
• Teachers who completed a scaffolding intervention program increased the contingency of their support far more than non-participating teachers — possibly the same claim (merge candidate)