Intervention management approach (adaptive vs. fidelity) had no significant main effect on teachers' self-reported literacy-related learning, but teachers new to READS reported learning more than experienced teachers (ES=.51 sd)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Assignment to Adaptive versus Traditional READS did not significantly affect teachers' self-reported literacy learning. → Quinn 2016 q3 i2 Teachers new to READS reported more literacy-related learning than teachers with prior READS experience (ES=.51 sd). → Quinn 2016

Evidence¶

Quinn 2016¶

Quinn, D. M., & Kim, J. S. (2016). Predictors and Moderators of Teacher Learning and Changes in Practice: Evidence from a Randomized Trial of a Teacher-Adapted Literacy Program. SREE Spring 2016 Conference abstract. https://eric.ed.gov/?id=ED567622

q3 · i2 · causal · r2

Cluster-randomized trial in 27 high-poverty elementary schools; OLS regression on a standardized PCA literacy learning index from spring teacher surveys (alpha above .84), controlling for randomization bloc, standard errors clustered at school. The article reports no significant condition effect and an experience difference of ES=.51 sd.

"condition did not have a significant effect on teachers' self-reported learning, but teachers across conditions who were new to READS reported learning more than teachers who had participated in READS before (ES=.51 sd)"

Discussion¶

Related Claims¶

• Adaptive READS had no significant main effect on teachers' incorporation of READS-related practices into regular classroom practice, but the effect differed significantly by prior READS experience, positive for experienced teachers and statistically zero for novices — related
• The effect of Adaptive READS on teacher learning differed significantly by teachers' past READS experience, with adaptive structures more beneficial for experienced teachers than for novices — related
• Adaptive READS showed no significant main effect on teachers' literacy-related learning or on their READS-related classroom literacy practices — possibly the same claim (merge candidate)
• The effect of Adaptive READS on teacher outcomes did not differ depending on the number of a teacher's READS-experienced colleagues on their team — related