Years of teaching experience was a consistently significant covariate, adding about one posttest point per five to ten years of experience¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Teaching experience contributed between one additional posttest point for every five to ten years of experience, and the article implies it interacts with the treatment effect. → Irving 2016

Evidence¶

Irving 2016¶

Irving, K. E., Pape, S. J., Owens, D. T., Abrahamson, L., Silver, D., & Sanalan, V. A. (2016). Classroom Connectivity and Algebra 1 Achievement: A Three-Year Longitudinal Study. Journal of Computers in Mathematics and Science Teaching, 35(2), 131-151. https://eric.ed.gov/?id=EJ1095322

q3 · i? · causal · r2

Authors' interpretation across the HLM models in the discussion section; no effect size is printed for this covariate. The article states the intervention impact is equivalent to approximately ten to fifteen years of teacher experience.

"Years of teaching experience was a consistently significant covariate in the study with an impact of between one additional posttest point for every five to ten years of teaching experience."

Discussion¶

Related Claims¶

• In year 1, CCT treatment classrooms significantly outperformed control classrooms on the algebra posttest (ES = 0.30) — related
• In the year 3 longitudinal comparison, the CCT effect was not significant with pretest controlled (ES = 0.13) but significant without it (ES = 0.19) — related