Effective skill training combines theory presentation, demonstration, practice with feedback, and coaching for transfer (review attribution)¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 1994 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? A research review the monograph attributes to Showers, Joyce, and Bennett identified four techniques as effective for training teachers to improve instructional skills. → Gall 1994

Evidence¶

Gall 1994¶

Gall, Meredith D.; Vojtek, Roseanne O'Brien. (1994). Planning for Effective Staff Development: Six Research-Based Models. ERIC Clearinghouse on Educational Management. https://eric.ed.gov/?id=ED372464

q2 · i? · review · r2

The monograph reports an extensive review by Showers, Joyce, and Bennett (1987) of research on techniques for training teachers to improve instructional skills. It states: "They found that the following techniques were effective: presentation of the theory or rationale underlying the instructional skills, demonstration and modeling of the skills." No effect sizes are printed.

"They found that the following techniques were effective: presentation of the theory or rationale underlying the instructional skills, demonstration and modeling of the skills, opportunity for teachers to practice the skills and receive feedback on their performance, and coaching to help them transfer the skills they learned in the training setting to their own classroom."

Discussion¶

Related Claims¶

• Example-based sequences outperform problem-only practice for novices, and fading support is argued to aid transfer — the general claim this finding bears on, with the studies behind it

• Pairing coaching with group trainings is associated with larger effects on instruction and achievement; instructional materials with larger, and video libraries with smaller, effects on instruction — the general claim this finding bears on, with the studies behind it

• Experimental staff development programs mostly raised student achievement relative to control teachers (review attribution) — related
• Widely implemented staff development (Madeline Hunter's ITIP) lacks empirical evidence of improved student achievement — related
• Reflective coaching and technical coaching rest on different relationships, goals and epistemologies of practice despite sharing the coaching label — related
• The expert-presenter model is the most prevalent staff development model, with most activities brief — related
• Learners receiving both form- and meaning-focused instruction improved more than a form-focused group (attributed to Park, 2000) — related
• Coaching time focused on instructional delivery improves coached teachers' practices, while time focused on behavioral management is associated with a significant decrease in practice quality — related
• Coaching can be effective in all delivery modes: face-to-face, distance, and a combination — related
• More effective programs used brief 1–3 h laboratory sessions with skill-based activities and multiple media — related
• ePortfolio produced more powerful outcomes when faculty and staff received extended intensive professional development than brief training or none — related
• Active learning opportunities in professional development moderate gains in teachers' skills, with alternating input-praxis design far outperforming blocked design for teaching-method use — a narrower finding that bears on this claim