Program teachers showed more complete cycles of contingent teaching at postmeasurement than the other teachers¶

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? At postmeasurement, teachers who participated in the MCT program showed more complete cycles of contingent teaching than the other teachers. → 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

Postmeasurement comparison in the same experimental study of 30 prevocational social studies teachers: program participants "showed more complete cycles of contingent teaching at postmeasurement than the other teachers."

"They also showed more complete cycles of contingent teaching at postmeasurement than the other teachers."

Discussion¶

Related Claims¶

• The scaffolding intervention unintentionally increased small groups' independent working time, roughly doubling it from premeasurement to postmeasurement — related
• 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 — 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 — related