Networking opportunities were the most valued feature of the network, with 20 of 24 interviewed teachers crediting them as playing the greatest role in changing their instruction¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 20 of 24 interviewed teachers indicated networking opportunities played the greatest role in changing their instruction, citing new perspectives and access to ideas and materials. → Smith 2021

Evidence¶

Smith 2021¶

Smith, T. M., Walters, K., Griffin, M., Jones, W., Lennon, V., & Sanders, Z. (2021). The Better Math Teaching Network: Lessons Learned From a 5-Year Instructionally Focused NIC. American Institutes for Research & WestEd. https://www.bettermathteachingnetwork.org/

q2 · i? · the article prints no effect size for this finding · design · r3

Teacher interview analysis in the Key Learnings section: "20 of the 24 teachers interviewed indicated that the networking opportunities played the greatest role in changing their instruction", with 5 citing perspectives on student learning and 15 citing access to new ideas and materials.

"A total of 20 of the 24 teachers interviewed indicated that the networking opportunities played the greatest role in changing their instruction. Specifically, teachers noted that networking with other teachers gave them different perspectives on student learning (5 teachers) and access to new ideas, strategies, curricular materials, and tasks (15 teachers)."

Discussion¶

Related Claims¶

• Teachers reported providing deep-engagement opportunities at levels similar to or greater than student reports, and about 8 in 10 attributed instruction changes to the network — related
• Changes traced to historical and activity factors, but the authors conclude the IDEAS academy itself may not be the major factor in observed changes — related
• External partners played the central role in forming and running implementation networks, with most principal interaction directed at partners rather than other schools — related
• In selected Chicago schools, external partners sparked documented improvements in instruction, parent involvement, or school climate — related