The 93-hour PD was implemented with high fidelity, and treatment teachers received 95 more hours of math-related PD than controls¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2–r3 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? On average 96 percent of the expected 80 hours of Intel Math and 100 percent of planned Mathematics Learning Community and Video Feedback Cycle hours were delivered; treatment teachers participated in more than 90 percent of implemented hours for each component. → Garet 2016 q3 i? Treatment teachers participated in 95 more hours of math-related PD than control teachers during the study year, close to the approximately 93 hours provided by the study. → Garet 2016

Evidence¶

Garet 2016¶

Garet, M. S., Heppen, J. B., Walters, K., Parkinson, J., Smith, T. M., Song, M., Garrett, R., Yang, R., & Borman, G. D. (2016). Focusing on mathematical knowledge: The impact of content-intensive teacher professional development (NCEE 2016-4010). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q3 · i? · causal · r2

Descriptive implementation analysis using activity logs, attendance records, and video coding of PD sessions. The report states "96 percent of the expected 80 hours of Intel Math, and 100 percent of the planned Mathematics Learning Community and Video Feedback Cycle hours were delivered."

"On average, 96 percent of the expected 80 hours of Intel Math, and 100 percent of the planned Mathematics Learning Community and Video Feedback Cycle hours were delivered."

Garet 2016 (2)¶

Garet, M. S., Heppen, J. B., Walters, K., Parkinson, J., Smith, T. M., Song, M., Garrett, R., Yang, R., & Borman, G. D. (2016). Focusing on mathematical knowledge: The impact of content-intensive teacher professional development (NCEE 2016-4010). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q3 · i? · causal · r3

Descriptive comparison of self-reported math-related PD during the study year. Treatment teachers participated in "95 more hours of math-related PD than did control teachers," and reported a greater focus on K–8 math content and student thinking (differences of 0.7 to 1.3 on a 4-point scale, statistically significant).

"Overall, treatment teachers participated in 95 more hours of math-related PD than did control teachers, which is close to the approximately 93 hours of math PD provided by the study."

Discussion¶

Related Claims¶

• A 93-hour content-intensive math PD program improved fourth-grade teachers' math content knowledge — related
• The 93-hour PD was implemented with high fidelity and high teacher participation, creating a 95-hour contrast in math-related PD versus control — possibly the same claim (merge candidate)
• The 93-hour PD was implemented with high fidelity, with 96 percent of Intel Math hours and 100 percent of the school-year components delivered — possibly the same claim (merge candidate)
• The PD improved teachers' Richness of Mathematics in classroom instruction but not Student Participation or Errors and Imprecision — related