Trained teachers allocated about 20 percent of class time to the feedback-corrective/enrichment loop after staff development, having devoted virtually none before¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 1985 · 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 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? After training, treatment teachers on average allocated about 20 percent of class time to the feedback-corrective/enrichment loop, which was extremely rare in both groups before training. → Fitzpatrick 1985

Evidence¶

Fitzpatrick 1985¶

Fitzpatrick, Kathleen A. (1985). Group-Based Mastery Learning: A Robin Hood Approach to Instruction? Paper presented at the annual meeting of the American Educational Research Association, Chicago, Illinois. https://eric.ed.gov/?id=ED255556

q2 · i? · causal · r2

Classroom observation study of 21 trained and 19 control secondary mathematics teachers, with one class per teacher observed for five days pre and twice post. The observation instrument coded time at one-minute intervals across instructional functions; the trained teachers' loop allocation rose from near zero to about "20 percent of class tiro".

"Following the training program, however, the trained teachers on averageallocated about 20 percent of class tiro to thisinstructional component."

Discussion¶

Related Claims¶

• Mastery Learning Improves Outcomes — the general claim this finding bears on, with the studies behind it

• Mastery learning implementation did not reduce material covered or instructional pace, contradicting the Robin Hood contention — the general claim this finding bears on, with the studies behind it

• Trained teachers reallocated time unevenly: significantly more to presenting/developing lessons and quizzes, less to homework review, independent practice, and transitions — related
• Staff development for multigrade teachers improved time-on-task and teaching skills but did not raise achievement relative to untrained single-grade classes — related