Teacher training with mentoring produced the greatest and most consistent improvement in teacher performance and procedural integrity compared with training without mentoring¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among teachers of children with ASD, training with mentoring led to greater improvement and more consistent performance than training without mentoring. → Slim-Topdjian and Pinto Zipp 2016

Evidence¶

Slim-Topdjian and Pinto Zipp 2016¶

Lina Slim-Topdjian & Genevieve Pinto Zipp (2016). The Use of Video Self-Monitoring Embedded with Mentorship as a Medium to Enhance Experiential Learning Opportunities and Promote Critical Thinking Skills for Educators and Health Science Professionals Working with Children with Autism. Global Education Review, 3(4), 6-18. https://eric.ed.gov/?id=EJ1120743

q2 · i? · causal · r1

Exploratory quasi-experimental study in which six teachers were randomly assigned to intervention (mentored) or control (non-mentored) groups after a workshop; the article reports "teacher training with mentoring improved by 50%" versus 15% without mentoring on LU and ROI.

"Teacher training with mentoring was also observed to enhance teacher performance and procedural integrity with sustainable outcomes (teacher training with mentoring improved by 50%; teacher training without mentoring improved by 15%)."

Discussion¶

Related Claims¶

• Learning was observed even when teachers engaged in the training alone without mentoring or feedback — reports the opposite
• All mentored teachers maintained scores above 80% over a 21-day follow-up, while non-mentored teachers' scores were variable and largely not sustained — a narrower finding that bears on this claim
• A two-hour workshop alone increased learn unit and ROI performance in only half of the participating teachers — related