Teachers reported providing deep-engagement opportunities at levels similar to or greater than student reports, and about 8 in 10 attributed instruction changes to the network¶

Claim · All claims
Evidence · 1 study (2 entries) · design r3 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers reported providing frequent opportunities for deep student engagement at levels similar to or greater than student-reported levels. → Smith 2021 q2 i? About 8 in 10 teachers across Years 2–4 attributed changes in their instruction to the BMTN to a great extent. → Smith 2021 (2)

Evidence¶

Smith 2021¶

Smith, T. M., Walters, K., Griffin, M., Jones, W., Lennon, V., & Sanders, Z. (2021). The Better Math Teaching Network: Lessons Learned From a 5-Year Instructionally Focused NIC. American Institutes for Research & WestEd. https://www.bettermathteachingnetwork.org/

q2 · i? · the article prints no effect size for this finding · design · r3

Teacher self-report survey (Year 3 lessons learned report) paralleling the student survey items; teacher-reported levels were "similar to or greater than the levels reported by students" for each DEA and overall.

"For each DEA and overall, teachers reported providing frequent opportunities for deep student engagement. Their levels were similar to or greater than the levels reported by students, providing further evidence that these instructional practices were reaching the classrooms."

Smith 2021 (2)¶

Smith, T. M., Walters, K., Griffin, M., Jones, W., Lennon, V., & Sanders, Z. (2021). The Better Math Teaching Network: Lessons Learned From a 5-Year Instructionally Focused NIC. American Institutes for Research & WestEd. https://www.bettermathteachingnetwork.org/

q2 · i? · the article prints no effect size for this finding · design · r3

Independent developmental evaluator analyses of network activities across Years 2–4 found "about 8 in 10 teachers" attributed instructional changes to the BMTN to a great extent.

"the developmental evaluators reported that about 8 in 10 teachers across Years 2–4 attributed changes in their instruction to the BMTN “to a great extent.”"

Discussion¶

Related Claims¶

• The number of students reporting deep engagement in algebra grew yearly, reaching 2,074 by 2019 and exceeding the network's aim of 2,019 — related
• Networking opportunities were the most valued feature of the network, with 20 of 24 interviewed teachers crediting them as playing the greatest role in changing their instruction — related
• Large majorities of ILC workshop participants report their ILC experiences influenced curriculum, instruction, assessment, engagement, and learning to a great extent — related
• Teachers commonly attribute increased student engagement—active involvement, multiple solution approaches, perseverance, and confidence—to ILC-influenced instruction — related
• Teachers commonly attribute increased student engagement to ILC-influenced instruction — related