Knowledge-to-Practice, Reaction-to-Training, and Practice-to-Belief models were not well-suited to explain empirical transfer data, and Knowledge-Skills-Beliefs fit only in RCT/quasi-experimental subsets¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person · recheck by 2028: tool and model accuracy changes quickly

Subclaims¶

q3 i? Across the three analyses, the Knowledge-to-Practice, Reaction-to-Training, and Practice-to-Belief models did not fit the data; the Knowledge-Skills-Beliefs model achieved reasonable fit only in the RCT/quasi-experimental subset (k = 58). → Donath 2025

Evidence¶

Donath 2025¶

Donath, J. L., Lüke, T., Tran, U. S., Botes, E., & Goetz, T. (2025). The Transfer of Teacher Training to Inclusive Classroom Practice: A Meta-Analytic SEM Approach. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10081-9

q3 · i? · quant-synthesis · r?

Model-comparison results from the MASEM analyses (main, same-database k = 163, and RCT/quasi-experimental k = 58 subsets). The article states the three models "appeared to be not well-suited" and that Knowledge-Skills-Beliefs fit reasonably only in the RCT subset.

"the Knowledge-to-Practice model, the Reaction-to-Training model, and the Practice-to-Belief model all appeared to be not well-suited to explain the available empirical data on the transfer process."

Discussion¶

Related Claims¶

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• Teacher training for inclusive education had a large effect on teachers' knowledge and moderate effects on willingness to change, skills, and beliefs in the fitted Willingness-to-Change model — related
• Teacher design teams in three African studies (Ethiopia, Ghana, Tanzania) were associated with increases in teachers' knowledge and skills — related