Teachers moving to the next developmental stage during the intervention had a statistically significant effect on their students' achievement¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A dummy for movement to the next stage (entered in model 6) had a statistically significant effect on student achievement, with printed coefficient 0.09 (SE 0.03). → Antoniou 2011

Evidence¶

Antoniou 2011¶

Antoniou, P., Kyriakides, L., & Creemers, B. (2011). Investigating the Effectiveness of a Dynamic Integrated Approach to Teacher Professional Development. ceps Journal, 1(1). https://eric.ed.gov/?id=EJ1130737

q3 · i? · causal · r2

Multilevel model 6 added a movement dummy (0 = no movement, 1 = moved to next stage) for the 21 DIA teachers who progressed. The printed coefficient is 0.09 (.03); the article reports the effect as statistically significant without a standardised effect size.

"According to the results in the last column of the above table, moving to the next developmental stage was found to have a statistically significant effect on student achievement."

Discussion¶

Related Claims¶

• The DIA had a statistically significant positive effect on student mathematics achievement compared with the HA — related
• Teachers employing the DIA moved to higher developmental stages of teaching skills while no HA teacher moved stage — related
• Teachers' developmental stage of teaching skills significantly predicts student mathematics achievement, with higher stages performing better — related