Teachers' developmental stage of teaching skills significantly predicts student mathematics achievement, with higher stages performing better¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students of stage-4 teachers achieved more than students of teachers in the first three stages, and stage-1 teachers' students achieved least, supporting the developmental ordering of stages. → Antoniou 2011

Evidence¶

Antoniou 2011¶

Antoniou, P., Kyriakides, L., & Creemers, B. (2011). Investigating the Effectiveness of a Dynamic Integrated Approach to Teacher Professional Development. ceps Journal, 1(1). https://eric.ed.gov/?id=EJ1130737

q3 · i? · causal · r2

Multilevel model 4 entered stage dummies (stage 3 as reference) for observed quality of teaching. The article reports the stage variable had "a considerably large and statistically significant effect on student achievement"; model 4 explained 35.8% of variance with a significant chi-square change (p<0.001).

"the students of teachers at stage 1 have the lowest achievement, whereas students of teachers at level 4 have higher achievement than students of the first three levels"

Discussion¶

Related Claims¶

• The DIA had a statistically significant positive effect on student mathematics achievement compared with the HA — related
• Teachers employing the DIA moved to higher developmental stages of teaching skills while no HA teacher moved stage — related
• Teachers moving to the next developmental stage during the intervention had a statistically significant effect on their students' achievement — related
• Teacher concern development is better characterized as progression and retreat than linear stage movement — related