No association between amount of teacher training coursework and classroom effectiveness¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2009 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The study found no association between greater amounts of teacher training coursework and effectiveness in the classroom. → Jill Constantine 2009
Evidence¶
Jill Constantine 2009¶
Jill Constantine, Daniel Player, Tim Silva, Kristin Hallgren, Mary Grider, John Deke. (2009). An Evaluation of Teachers Trained Through Different Routes to Certification. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee
q3 · i? · causal · r2
Analysis within the random assignment study found "no association between greater amounts of teacher training coursework and effectiveness in the classroom." The same analysis found no evidence that coursework content correlated with teacher effectiveness.
"They also found no association between greater amounts of teacher training coursework and effectiveness in the classroom and no evidence that the content of coursework correlated with teacher effectiveness."
Discussion¶
Related Claims¶
- Coursework hour requirements varied widely across certification programs and did not consistently differ by route — related
- The more formal SDM training staff received, the more positive their attitudes toward the model (r=.293, p<.001), especially at the elementary level — related
- Greater amounts of participation in afterschool programs show little relation to academic, behavioral, or socio-emotional outcomes — related
- Training amount related to role awareness (r=.225, p<.01), but regression showed role awareness was most directly attributable to building-team membership — related
- Amount of ASR practice (days per week, session length) showed no observable difference in pronunciation improvement — related
- An evaluation study compares teachers trained through different routes to certification — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-association-coursework-amount-effectiveness |
title |
No association between amount of teacher training coursework and classroom effectiveness |
description |
No association between amount of teacher training coursework and classroom effectiveness |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2009 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jill-constantine-2009 |
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