WWC review of this study

Equipping and Empowering Eighth-Grade Mathematics Teachers to Create Dynamic Learning Activities Promoting Conceptual Understanding

Cheng, Ivan; Ainsworth, Andrew T.; Appelrouth, Scott A.; Xie, Jimmy; Moreno, Callie (2018). AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY,. Retrieved from: https://eric.ed.gov/?id=ED617626

  • Randomized Controlled Trial
     examining 
    4,240
     Students
    , grade
    8

Reviewed: February 2022

At least one finding shows moderate evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards with reservations
General Mathematics Achievement outcomes—Statistically significant positive effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Smarter Balanced Assessment Consortium (SBAC) - Mathematics

Collaboration Resulting in Educators Applying Technology Effectively (CREATE) vs. Business as usual

0 Days

Full sample;
4,240 students

N/A

N/A

Yes

 
 
4
 


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Study sample characteristics were not reported.

Setting

The study was conducted in ten school districts.

Study sample

Sample characteristics are not reported for school districts, schools, teachers, or students.

Intervention Group

The CREATE (Collaboration Resulting in Educators Applying Technology Effectively) Project consisted of four key activities: (1) Technology to help teachers develop interactive lesson activities that guide students toward discovering key mathematical concepts, providing immediate feedback along the way; (2) Trained coaches to help teachers to clarify goals, ask questions that focus on student learning, invite teachers to share their ideas, share their own ideas, be responsive to teachers’ concerns, and refocus when getting off task; (3) Professional development for teachers to use curricula and practices that incorporate the use of guided discovery. and (4) Ongoing Responsive Teaching Cycle (RTC) Coaching Sessions, where teachers continue collaborating with coaches regularly during the academic year.

Comparison Group

Comparison teachers conducted business as usual. They did not receive the professional development or coaching during the regular school year. Once the study was over comparison teachers were offered the opportunity to participate in the intervention.

Support for implementation

Support for implementation resources are not described.

 

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