Date
Publisher
American Educational Research Journal
Scalable and accessible professional development programs have the potential to address the opportunity gap many teachers experience. Yet many asynchronous online programs lack interaction with and timely feedback to teachers. We addressed this problem by developing a virtual, interactive program that uses intelligent tutoring systems to provide just_in_time feedback to teachers. We conducted a randomized controlled trial with teachers across the United States in which teachers were assigned to either this program or no additional training. We found that teachers who completed our program (N_=_29) used mathematically richer tasks and created a more coherent, connected learning environment for students to build conceptual understandings than did teachers who were in the business_as_usual condition (N_=_23).
Study at a glance
- Question: Can an intelligent tutoring professional development program improve teachers' instruction?
- Setting and data: Teachers across the United States; 52 completed the study (29 intervention, 23 control).
- Method: Randomized controlled trial
Why it matters
Online professional development can help address teacher opportunity gaps, yet many asynchronous programs lack interaction and timely feedback.
Key findings
- Teachers who completed the interactive program used mathematically richer tasks than teachers who received no additional training.
- Program completers created a more coherent, connected learning environment for students to build conceptual understandings compared to the business-as-usual group.
- The program successfully delivered virtual, interactive professional development using intelligent tutoring systems to provide just-in-time feedback.
Summary drafted with AI from the paper’s abstract and may contain errors. See the full paper for details.
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