In Year 2, the PD programme showed neither short-term effects for newly trained teachers nor long-term effects for previously trained teachers¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2018 · checked against its sources 2026-10-23 (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? Participation in the PD in Year 2 did not significantly affect the achievement growth slope (β = 0.03, p = .640), and PD in Year 1 had no significant long-term effect on Cohort 1 students in Year 2 (β = −0.06, p = .665). → Prast 2018
Evidence¶
Prast 2018¶
Prast, E. J., Van de Weijer-Bergsma, E., Kroesbergen, E. H., & Van Luit, J. E. H. (2018). Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement. Learning and Instruction, 54, 22-34. https://doi.org/10.1016/j.learninstruc.2018.01.009
q3 · i? · causal · r2
Year 2 latent growth curve models (T3-T5) with the same covariates; adding the intervention did not explain additional slope variance. The multiple-group Year 2 model likewise showed no significant short- or long-term PD effect in any achievement group.
"In contrast to the Year 1 findings, participation in the PD programme in Year 2 did not have a significant short-term effect on the slope ( β = 0.03, p = .640). Regarding the long-term effect of the intervention, PD in Year 1 had no significant effect on the slope of students in Cohort 1 in Year 2 (β = −0.06, p = .665)."
Discussion¶
Related Claims¶
- Teacher PD on differentiated instruction produced a small significant positive effect on mathematics achievement growth in Year 1 (β = 0.15, p = .007) — related
- The Year 1 PD effect on achievement growth was similar for low-, average- and high-achieving students, with no evidence of differential effects — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pd-differentiation-no-year2-effects |
title |
In Year 2, the PD programme showed neither short-term effects for newly trained teachers nor long-term effects for previously trained teachers |
description |
In Year 2, the PD programme showed neither short-term effects for newly trained teachers nor long-term effects for previously trained teachers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-23 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — prast-2018 |
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