Teacher experience and STEM major predict content knowledge but not implementation of the intervention¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Teacher experience and STEM major had significant positive associations with teacher content knowledge (β = .74 and β = .71, both p = .000). → Desimone and Hill 2017 q3 i? Neither experience nor STEM major had a significant association with implementation of the intervention. → Desimone and Hill 2017 (2)

Evidence¶

Desimone and Hill 2017¶

Laura M. Desimone, Kirsten Lee Hill. (2017). Inside the Black Box: Examining Mediators and Moderators of a Middle School Science Intervention. Educational Evaluation and Policy Analysis. https://doi.org/10.3102/0162373717697842

q3 · i3 · associational · r2

SEM results for Research Question 2 in the model of 124 teachers: the printed standardized coefficients β =.74 and β =.71 (both p = .000) exceed the large-effect threshold.

"Teacher experience and STEM major had sig- nificant positive associations with teacher content knowledge (β =.74, p = .000; β =.71, p = .000, respectively)"

Desimone and Hill 2017 (2)¶

Laura M. Desimone, Kirsten Lee Hill. (2017). Inside the Black Box: Examining Mediators and Moderators of a Middle School Science Intervention. Educational Evaluation and Policy Analysis. https://doi.org/10.3102/0162373717697842

q3 · i? · causal · r2

Same SEM: Table 3 shows implementation coefficients for novice (0.178) and STEM major (0.029) were nonsignificant; no effect size is printed for these null paths.

"but neither had a significant asso- ciation with implementation of the intervention"

Discussion¶

Related Claims¶

• Implementation fidelity of cognitive science principles mediates the CS intervention's effect on student achievement, with no significant direct effect remaining — related
• Work experience positively affects teachers' self-innovativeness but negatively affects their DL self-efficacy, with DL teaching practices not differing by experience — related