Claims

Systemic approach in in-service teacher education promotes holistic thinking but short, fragmented training hinders it (review reports Khisty, 1997)

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 1998 · 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 a design page cites it; treat it as a lead to check, not an established finding.

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? The review reports that in a systemic-approach project for in-service mathematics teachers of Latino students, preliminary results showed teachers had difficulties making connections across processes, concepts, assessment, and subjects, and that short-term, fragmented training hinders acquiring a holistic view. → Vilma Mesa 1998

Evidence

Vilma Mesa 1998

Vilma Mesa. (1998). A Review of Literature on Under Achievement of Minorities in Mathematics. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA. https://eric.ed.gov/?id=ED428113

q2 · i? · review · r2

Narrative review attributing this to Khisty (1997), a project for in-service mathematics teachers using a systemic approach to help teachers acquire a holistic view of their teaching activity with Latino students. The review reports preliminary results showing the connection difficulties quoted, and that "most training programs are short-termed and also fragmented". No effect sizes are printed.

"Preliminary results on the teachers' change show that the teachers have difficulties in understanding concepts and skills of their own teaching repertoire and in making connections between processes and concepts in mathematics, between assessment and instruction, and between mathematics and other subjects."

Discussion

Page metadata
Field Value
type claim
id systemic-approach-in-service-teacher-education
title Systemic approach in in-service teacher education promotes holistic thinking but short, fragmented training hinders it (review reports Khisty, 1997)
description Systemic approach in in-service teacher education promotes holistic thinking but short, fragmented training hinders it (review reports Khisty, 1997)
status review
evidence_strength weak
newest_evidence 1998
generated by process:wiki-ingest on 2026-09-27
trust unverified — no one has confirmed this page's content
sources 1 — vilma-mesa-1998

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