Classroom observations suggested increases in desired pedagogical practices after PD, but differences were not statistically significant¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Classroom observations suggested increases in desired pedagogical practices in PD sectors, but the differences were not statistically significant. → Angela Johnson 2019

Evidence¶

Angela Johnson 2019¶

Angela Johnson, Catherine Galloway, Elliot Friedlander, Claude Goldenberg. (2019). Advancing educational quality in Rwanda: Improving teachers' literacy pedagogy and print environments. International Journal of Educational Research 98, 134-145. https://www.sciencedirect.com/journal/international-journal-of-educational-research doi:10.1016/j.ijer.2019.08.016

q3 · i? · causal · r?

Observational component of the Rwanda Literacy Boost randomized controlled trial: "Classroom observations also suggested increases in desired pedagogical practices, but differences were not statistically significant." Equivalence was not tested; no effect size is printed in the available text.

"Classroom observations also suggested increases in desired pedagogical practices, but differences were not statistically significant"

Discussion¶

Related Claims¶

• PD-assigned teachers reported using significantly more research-based literacy pedagogical practices than control teachers — related
• An external implementation study rated the STeLLA® and comparison professional development programs similarly on provider effectiveness, pacing, engagement, and collaboration — related
• Teacher PD in rural Rwanda raised teachers' early literacy pedagogical content knowledge relative to control sectors — related
• The PD program had a large and significant impact on classroom print environments in rural Rwanda — related
• STeLLA content-plus-pedagogy PD produced greater student science gains than content-only training — related