Teachers implemented some PACT components at medium-high fidelity but struggled with knowledge acquisition and team-based application components¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Fidelity coding of audio recordings showed team-based learning comprehension checks and essential words reached ratings of 3 or 4 in approximately 76% of observations, while more than 50% of knowledge acquisition and knowledge application observations received a rating of 2. → Jeanne Wanzek 2019

Evidence¶

Jeanne Wanzek 2019¶

Jeanne Wanzek, Greg Roberts, Sharon Vaughn, Elizabeth Swanson, and Katherine Sargent. (2019). Examining the Role of Pre-Instruction Academic Performance Within A Text-based Approach to Improving Student Content Knowledge and Understanding. Exceptional Children, 85(2). https://doi.org/10.1177/0014402918783187

q2 · i? · causal · r2

Observational fidelity analysis: one treatment and one comparison class per teacher were audio recorded, and blind coders rated each PACT component on a 1-to-4 Likert-type scale against a gold standard. Teachers typically struggled with "extending student thinking, facilitating discussion and note-taking, and making connections to essential words."

"The knowledge acquisition and team-based learning knowledge application portions of the instruction were the areas in which teachers had the most difficulty, with more than 50% of the observations in these two areas receiving a rating of 2 (mid-low implementation; some elements of the compo- nent implemented)."

Discussion¶

Related Claims¶

• Tutoring sessions were implemented with high procedural fidelity (mean 93.4%) — related
• Teachers and students report generally favorable impressions of PALS, with least favorability toward team-based structure components — related