Teachers implemented the PACT components with generally high fidelity, and PACT elements appeared only at low rates in comparison classrooms¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r3 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Audio-recorded fidelity coding showed PACT components implemented with generally high levels of fidelity in treatment classes, with knowledge acquisition through text reading the weakest component (about 25% rated low or mid-low). → Vaughn 2017 q3 i? Coders identified only limited evidence of PACT in BAU comparison sections, indicating differential instruction was accomplished. → Vaughn 2017 (2)

Evidence¶

Vaughn 2017¶

Vaughn, S., Martinez, L. R., Wanzek, J., Roberts, G., Swanson, E., & Fall, A.-M. (2017). Improving Content Knowledge and Comprehension for English Language Learners: Findings From a Randomized Control Trial. Journal of Educational Psychology, 109(1), 22–34. https://doi.org/10.1037/edu0000069

q3 · i? · causal · r3

Fidelity coding of audio recordings from the 18 teachers' randomly selected treatment class periods across the three 10-day units, rated on a 1–4 scale; interrater reliability was κ = .87 (p < .001). No effect size applies, so impact is null.

"In treatment classes, PACT components were implemented with generally high levels of fidel- ity. Teachers struggled the most with implementing the knowledge acquisition through text reading component, with about 25% of the component implemented with a low or mid-low rating."

Vaughn 2017 (2)¶

Vaughn, S., Martinez, L. R., Wanzek, J., Roberts, G., Swanson, E., & Fall, A.-M. (2017). Improving Content Knowledge and Comprehension for English Language Learners: Findings From a Randomized Control Trial. Journal of Educational Psychology, 109(1), 22–34. https://doi.org/10.1037/edu0000069

q3 · i? · causal · r3

Coders rated BAU comparison audio recordings with the same protocol; elements of warm-up, knowledge acquisition, and essential words appeared at low rates, and TBL comprehension check elements were almost never observed. No effect size is printed, so impact is null.

"Research support personnel frequently stressed the importance of avoiding PACT spillover into BAU class sections with participating teachers, and coders identified limited evidence of PACT in the BAU sections."

Discussion¶

Related Claims¶

• Teachers implemented some PACT components at medium-high fidelity but struggled with knowledge acquisition and team-based application components — possibly the same claim (merge candidate)
• The modified PACT treatment improved eighth-grade students' social studies content knowledge acquisition relative to business-as-usual comparison classes (ES = .40) — related
• The proportion of English learners in a class moderated the PACT effect on content knowledge acquisition, with EL/non-EL differences widening as class EL prevalence increased — related
• Class-level initial reading achievement does not moderate PACT's effect on content knowledge acquisition — related
• Class-level initial background knowledge does not moderate PACT's effect on social studies content knowledge acquisition — related
• On-treatment fidelity analysis found low-fidelity schools improved outcomes relative to non-implementers, but the pattern was inconsistent across higher fidelity groups — related
• SCI-A classrooms delivered significantly more core social content and evidence-based instructional practices than BAU settings, which spent most time in nonsocial instruction — related