Teachers evaluated the PD moderately positively, and about three-quarters reported actually using what they learned in their mathematics lessons¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The majority of teachers (76.3% in Cohort 1 and 76.7% in Cohort 2) mostly or fully agreed that they used what they learned in the PD for preparation and teaching of mathematics lessons, and teachers perceived positive effects on students' motivation and achievement. → Prast 2018

Evidence¶

Prast 2018¶

Prast, E. J., Van de Weijer-Bergsma, E., Kroesbergen, E. H., & Van Luit, J. E. H. (2018). Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement. Learning and Instruction, 54, 22-34. https://doi.org/10.1016/j.learninstruc.2018.01.009

q2 · i? · causal · r2

Self-report evaluation questionnaire (15 items, five-point Likert scale) completed by 76 Cohort 1 teachers at the end of Year 1 and 73 Cohort 2 teachers at the end of Year 2. Scores were above the scale midpoint for all questions; perceived effects on motivation and achievement are teacher perceptions, not measured outcomes.

"Moreover, the majority of teachers (76.3% and 76.7% of teachers who completed the questionnaire in Cohort 1 and 2, respectively) mostly or fully agreed that they actually used what they had learned in the PD for the preparation and teaching of their mathematics lessons."

Discussion¶

Related Claims¶

• Teacher PD on differentiated instruction produced a small significant positive effect on mathematics achievement growth in Year 1 (β = 0.15, p = .007) — related
• Teachers participating in the micro-credential collaborative reported positive receptivity, with 84 percent agreeing micro-credentials were significant to their computational thinking learning — related
• Computational thinking professional development was the most-cited support for integrating computational thinking into lessons, cited by 54 percent of teachers — related
• Collaborative planning time with colleagues was the top support cited by teachers earning micro-credentials, cited by 74 percent of respondents — related