Teachers in VCM video-and-task interventions showed higher post-assessment growth in describing students' mathematical arguments than comparison teachers (growth rates 17% to 52% vs. 4%)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Experimental subgroups exceeded the comparison group in growth rate on a video-based assessment of recognizing children's reasoning, with significance levels from 0.05 to less than 0.0001. → Maher 2014

Evidence¶

Maher 2014¶

Maher, C. A., Palius, M. F., Maher, J. A., Hmelo-Silver, C. E., & Sigley, R. (2014). Teachers Can Learn to Attend to Students' Reasoning Using Videos as a Tool. Issues in Teacher Education, 23(1). https://eric.ed.gov/?id=EJ1045688

q3 · i? · causal · r2

Quasi-experimental study of 177 pre- and in-service teachers (127 experimental, 50 comparison) scored blindly on a video-based pre/post assessment. Logistic regression found each experimental subgroup exceeded comparison: "the growth rate of each of the experimental subgroups exceeded that of the comparison group".

"The analysis indicated that the data provided evidence that the growth rate of each of the experimental subgroups exceeded that of the comparison group at a significance level that varied from 0.05 to less than 0.0001."

Discussion¶

Related Claims¶

• Case Argument 1 was the leading contributor to experimental teachers' assessment growth, accounting for at least 70% of the overall growth rate in each experimental subgroup — related
• In-service teachers consistently showed the highest growth in recognizing student reasoning, which the authors attribute to an intervention model including classroom-based task implementation — possibly the same claim (merge candidate)
• Experimental and comparison teacher groups were comparable at pre-assessment, with no significant differences in complete argument description rates — related