Teachers who took the course outscored control teachers on the ATLAST Test of Force and Motion for Teachers (effect size = 0.38)¶

Claim · All claims
Evidence · 1 study · causal r3 · q4 · i1 small
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i1 After adjusting for multiple comparisons, intervention group teachers significantly outscored control group teachers on teacher science content knowledge (effect size = 0.38). → Heller 2012

Evidence¶

Heller 2012¶

Heller, J.I. (2012). Effects of Making Sense of SCIENCE™ professional development on the achievement of middle school students, including English language learners. (NCEE 2012-4002). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://eric.ed.gov/?id=ED530414

q4 · i1 · causal · r3

Intermediate confirmatory analysis of the cluster-randomized trial measuring teacher content knowledge with the ATLAST Test of Force and Motion for Teachers. The intervention group significantly outscored controls, with a printed effect size of 0.38.

"teachers who received the professional development course outscored their control group counterparts on the ATLAST Test of Force and Motion for Teachers (effect size = 0.38), as well as on their ratings of confidence in their ability to teach force and motion (effect size = 0.49)."

Discussion¶

Related Claims¶

• English language learner students showed no statistically significant gains on either force and motion or California Standards Test outcomes — related
• The Making Sense of SCIENCE course produced no statistically significant gains in grade 8 students' science content knowledge in the full sample — reports the opposite
• Teachers who took the course reported significantly higher confidence in their ability to teach force and motion (effect size = 0.49) — related