• Teaching Teachers to Use Compu...

Treffer: Teaching Teachers to Use Computer Assisted Learning Effectively: Experimental and Quasi-Experimental Evidence. EdWorkingPaper No. 24-1036

Title:
Teaching Teachers to Use Computer Assisted Learning Effectively: Experimental and Quasi-Experimental Evidence. EdWorkingPaper No. 24-1036
Language:
English
Authors:
Philip Oreopoulos, Chloe R. Gibbs, Michael Jensen, Joseph P. Price, Annenberg Institute for School Reform at Brown University
Source:
Annenberg Institute for School Reform at Brown University. 2024.
Availability:
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Peer Reviewed:
N
Page Count:
67
Publication Date:
2024
Sponsoring Agency:
Social Sciences and Humanities Research Council of Canada
America Achieves
Abdul Latif Jameel Poverty Action Lab (J-PAL)
Overdeck Family Foundation
Document Type:
Report Reports - Research
Education Level:
Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors:
Elementary School Teachers, Middle School Teachers, Mathematics Teachers, Computer Assisted Instruction, Mathematics Instruction, Teaching Methods, Mastery Learning, Mathematics Achievement, Teacher Education, Individualized Instruction, Distance Education, Tutoring, Achievement Tests
Geographic Terms:
Tennessee (Nashville), Texas (Arlington), Texas
Assessment and Survey Identifiers:
State of Texas Assessments of Academic Readiness (STAAR)
Entry Date:
2024
Accession Number:
ED660949
Database:
ERIC

Weitere Informationen

Mastery learning -- the process by which students must demonstrate proficiency with a single topic before moving on -- is well recognized as one of the best ways to learn, yet many teachers struggle or remain unsure about how to implement it into a classroom setting. This study leverages two field experiments to test the efficacy of a program designed to encourage greater mastery learning through technology and proactive continuous teacher support. Focusing on elementary and middle school mathematics, teachers receive weekly coaching in how to use Computer Assisted Learning (CAL) for students to follow a customized roadmap of incremental progress. Results indicate significant intent-to-treat effects on math performance of 0.12-0.22 standard deviations. Further analysis shows that these gains are concentrated among students in classrooms with at least an average of 35 minutes of practice per week. Teachers able to achieve high-dosage practice have a high degree of initial buy-in, a clear implementation strategy for when practice occurs, and a willingness to closely monitor progress and follow-up with struggling students. [The Wilson Sheehan Lab for Economic Opportunities (LEO) at Notre Dame provided additional support for this research.]

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