Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds
Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds
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DOI：
10.1016/j.tate.2021.103297
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发表时间：
2021-02-22
影响因子：
3.9
通讯作者：
Prieto, Elena
中科院分区：
文献类型：
--
作者：
Gore, Jennifer M.;Miller, Andrew;Prieto, Elena
通过专业发展（PD）提高学生的成绩是非常抢手和难以捉摸的。这项四臂随机对照试验评估了小学生（n = 5478）数学，阅读和科学成果的质量教学回合（QTR），一种以教学为重点的PD形式的影响。比较QTR、QTR培训师引导、同行观察和等待名单对照组的基线和8个月随访结果。QTR组学生的数学进步比对照组多25%（g = 0.12，95%CI：0.07e0.17）。这一结果支持QTR作为PD的一种形式，具有更广泛影响的巨大潜力。(c)2021年，任作者。由爱思唯尔有限公司发布。这是CC BY-NC-ND许可证下的开放获取文章（http：//creativecommons.org/licenses/by-nc-nd/4.0/）。通过专业发展（PD）提高学生成绩既备受追捧，又难以捉摸。这项四臂随机对照试验评估了小学生（n = 5478）数学，阅读和科学成果的质量教学回合（QTR），一种以教学为重点的PD形式的影响。比较QTR组、QTR培训师引导组、同行观察组和等待名单对照组的基线和8个月随访结果。QTR组学生的数学进步比对照组多25%（g = 0.12，95%CI：0.07e0.17）。这一结果支持QTR作为PD的一种形式，具有更广泛影响的巨大潜力。? 2021年，任作者。由Elsevier Ltd.出版。这是CC BY-NC-ND下的开放获取文章
Improving student achievement through professional development (PD) is both highly sought-after and elusive. This four-arm randomised controlled trial evaluated effects of Quality Teaching Rounds (QTR), a pedagogy-focused form of PD, on mathematics, reading, and science outcomes for elementary students (n = 5478). Outcomes at baseline and 8-month follow-up were compared for QTR, QTR trainer-led, peer observation, and wait-list control groups. Students in the QTR group made 25% more progress in mathematics than the control group (g = 0.12, 95% CI: 0.07e0.17). This result supports QTR as a form of PD with significant potential for wider impact.(c) 2021 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).Improving student achievement through professional development (PD) is both highly sought-after and elusive. This four-arm randomised controlled trial evaluated effects of Quality Teaching Rounds (QTR), a pedagogy-focused form of PD, on mathematics, reading, and science outcomes for elementary students (n = 5478). Outcomes at baseline and 8-month follow-up were compared for QTR, QTR trainer-led, peerobservation, and wait-list control groups. Students in the QTR group made 25% more progress in mathematics than the control group (g = 0.12, 95% CI: 0.07e0.17). This result supports QTR as a form of PD with significant potential for wider impact. ? 2021 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND