Teachers who held participatory design meetings reported changes in educational practice far more frequently than control teachers¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2011 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? All experimental-condition teachers reported changes between T1 and T2 versus only one control teacher. → Karin D. Könings 2010

Evidence¶

Karin D. Könings 2010¶

Karin D. Könings, Saskia Brand-Gruwel, Jeroen J. G. van Merriënboer. (2010). Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction. Instructional Science (2011) 39:737–762. https://doi.org/10.1007/s11251-010-9152-3

q2 · i? · causal · r2

Change Question (CQ) analysis comparing teacher reports across conditions: all experimental teachers reported changes versus only one of six control teachers, a significant difference, χ2(1, N = 11) = 7.64, p < 0.01. No standardised effect size is printed, so impact is left uncoded (i?), not null.

"The results for the CQ showed that the teachers in the experimental condition reported changes in educational practice between T1 and T2 far more frequently than the teachers in the control condition, v2(1, N = 11) = 7.64, p\ 0.01."

Discussion¶

Related Claims¶

• Teacher–student disagreement diminished for co-designers and, in most cases, for the rest of the class
• Perceived-desired discrepancies decreased for co-designers but often increased or decreased less for the rest of the class
• Participatory redesign produced significantly more positive perception effects on instruction aspects relevant to the formulated improvements than on irrelevant ones
• Student awareness of improvement differed sharply by role: most co-designers noticed improvement, most control students noticed none