An external implementation study rated the STeLLA® and comparison professional development programs similarly on provider effectiveness, pacing, engagement, and collaboration¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The external evaluator gave similar ratings to the professional development provided to the intervention and comparison groups, while observers rated the STeLLA® group as spending more time on pedagogical issues and lesson analysis and less time on science content. → implementation-study

Evidence¶

implementation-study¶

What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2021, May). Science Teachers Learning through Lesson Analysis (STeLLA®). https://ies.ed.gov/ncee/wwc/InterventionReport/716

q2 · i? · design · r2

Implementation study conducted alongside the Taylor et al. (2017) trial, with ratings for effectiveness of the professional development provider, pacing of the sessions, teacher engagement, and collaboration among teachers. This supports interpreting the outcome difference as attributable to the program difference rather than unequal PD quality.

"An external evaluator conducted an implementation study and gave similar ratings to the professional development provided to the intervention and comparison groups."

Discussion¶

Related Claims¶

• The supporting evidence comes from a cluster randomized controlled trial in 77 Colorado elementary schools with low attrition, meeting WWC group design standards without reservations — related
• STeLLA® has potentially positive effects on science achievement, with a statistically significant effect size of 0.68 and an improvement index of +25 percentile points — related
• The null achievement difference may stem from the two math programs being implemented more similarly in practice than they differ in theory — related
• Classroom observations suggested increases in desired pedagogical practices after PD, but differences were not statistically significant — related
• STeLLA content-plus-pedagogy PD produced greater student science gains than content-only training — related
• Implementation differences between intervention and comparison classrooms emerged by the end of the intervention period — related