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¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: local conditions change quickly

Subclaims¶

q3 i? On average 96 percent of the expected 80 hours of Intel Math and 100 percent of the expected 13 hours of Mathematics Learning Community and Video Feedback Cycles were delivered; treatment teachers attended more than 90 percent of delivered hours for each component. → 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 teachers' mathematical knowledge: The impact of content-intensive professional development (NCEE 2016-4010). Washington, D.C.: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee/pubs/20164010

q3 · i? · causal · r2

Implementation analysis using PD attendance records and a spring 2014 teacher survey. Treatment teachers participated in 98 percent of Intel Math, 90 percent of the Mathematics Learning Community, and 97 percent of the Video Feedback Cycles, and reported 95 more hours of math-related PD than control teachers.

"On average, 96 per- cent of the expected 80 hours of Intel Math and 100 percent of the expected 13 hours of the Mathematics Learning Community and Video Feedback Cycle s were delivered."

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, and treatment teachers received 95 more hours of math-related PD than controls — possibly the same claim (merge candidate)
• Content-intensive math PD produced a statistically significant, sustained gain in grade 4 teachers' math content knowledge (21 percentile points in spring) — related
• The PD significantly improved the Richness of Mathematics dimension of instructional practice (23 percentile points) but not Student Participation or Errors and Imprecision in spring — related