After one year of TEFA professional development, videotaped lessons showed increased discussion time, more student-student interactions, less IRE interaction, and more varied discussion formats¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? In videotaped lessons from the first site, time spent in discussion during the question cycle increased and the frequency of student-student interactions during discussions increased. → Ian D. Beatty 2008 q2 i? Teachers' use of IRE types of interactions decreased, especially in earlier parts of question cycles, and teachers increased the variety of discussion formats used in the question cycle. → Ian D. Beatty 2008

Evidence¶

Ian D. Beatty 2008¶

Ian D. Beatty, Allan Feldman, William J. Leonard, William J. Gerace, Karen St. Cyr, Hyunju Lee, Robby Harris. (2008). Teacher Learning of Technology-Enhanced Formative Assessment. NARST 2008 conference paper. https://eric.ed.gov/?q=Teacher+Learning+of+Technology-Enhanced+Formative+Assessment

q2 · i? · qualitative · r2

Observational analysis of classroom video from the first project site, comparing lessons across the first intervention year. The authors report that "the time spent in discussion during the question cycle increased" and student-student interactions increased for most teachers; no effect sizes are printed.

"In the lessons that we videotaped and analyzed from our first school, we have seen several changes exhibited by most teachers: the time spent in discussion during the question cycle increased; the frequency of student-student interactions during discussions increased;"

Discussion¶

Related Claims¶

• Teachers adapt TEFA to their own terms and contexts, with learning trajectories that are personal and idiosyncratic — related
• Teachers reported that CRS-and-TEFA use gave them more information about student thinking and that they changed lessons in response to that formative information — related
• Teachers typically encounter the first three TEFA skill areas in order: technology operation, question design, then discourse orchestration — related
• The TEFA-T model improves students' critical thinking skills on all measured indicators compared with conventional instruction — related
• The IRE classroom discourse structure constrains students' everyday mathematical register, conjectures, and participation of lower socioeconomic groups — a broader claim this one bears on
• Three-year formative assessment training improved teachers' eliciting and interpreting skills, leading to better student learning — related