All mentored teachers maintained scores above 80% over a 21-day follow-up, while non-mentored teachers' scores were variable and largely not sustained¶

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? Sustained procedural integrity over 21 days was achieved by 3/3 mentored teachers versus 2/3 non-mentored teachers, with non-mentored performance showing greater variability. → 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

Phase 3 follow-up in which all teachers were videotaped once every four days over 21 days without scoring or journals; the article reports "all three mentored teachers demonstrated increased scores above 80%" maintained over the period.

"all three mentored teachers demonstrated increased scores above 80%, which were maintained over 21 days, whereas following teacher training without mentoring one of the three teachers reached scores above 80%, the other two teachers reached a score of 80% in only one session."

Discussion¶

Related Claims¶

• Teacher training with mentoring produced the greatest and most consistent improvement in teacher performance and procedural integrity compared with training without mentoring — a broader claim this one bears on
• Team training programs in hospitals produce sustained improvements in teamwork knowledge, skills, attitudes, and behaviors on the job, up to 12 months after training — related