A threefold staff development plan of immersion, peer monitoring and review, and manual contribution supported instructors' implementation of cooperative learning structures¶

Claim · All claims
Evidence · 1 study · design r1 · q2
Currency · newest study 1998 · 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 an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? The project's three-part staff development plan — immersion in cooperative learning activities, peer monitoring and review, and contributing to a cooperative learning manual — was reported as essential for instructional staff to follow through and implement cooperative learning structures and techniques. → Rood 1998

Evidence¶

Rood 1998¶

Rood, M. E. (1998). Cooperative Learning Staff Development. Final Report. Fiscal Year 1997-98. Luzerne County Community College. https://eric.ed.gov/?id=ED427216

q2 · i? · the article prints no effect size for this finding · design · r1

Project report describing a 353 staff development project in which nine instructors attended three sessions, completed peer review observations, and contributed scripts. The report states the three-part plan "was essential to follow through by instructional staff"; all listed objectives were reported met.

"The three fold staff development plan was essential to follow through by instructional staff to implement cooperative learning structures and techniques: (1) immersion within cooperative learning activities; (2) peer monitoring and review; and (3) contributing to a cooperative learning manual."

Discussion¶

Related Claims¶

• In a systems approach to staff development, felt needs must be legitimized by data before planning proceeds — related
• SEP national monitoring reports indicate insufficient teacher training for the reform: 35% of surveyed teachers requested training in planning and design of didactic activities, and about 30% of directors rated induction-workshop information as poorly adequate or inadequate — related
• Schools where staff maintain strong relationships and collaborate frequently are more effective in supporting student learning and well-being, and collaboration and teacher leadership approaches contribute to staff retention — a broader claim this one bears on
• Strong relational trust and cooperative adult effort distinguish improving schools from schools with flat or declining test scores — related
• Peer monitoring among MBA learners goes beyond CoI social presence by involving professionally relevant evaluation of peers' contributions — related
• The modern principal's job has expanded from administrative oversight to instructional leadership and staff collaboration — related