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There were significant differences between persuasion and comparison classrooms on all variables.
Results indicate that students in classrooms where teachers received the professional development (n = 31) had significantly higher growth in expressive language scores (p = .012) than students in comparison classrooms (n = 34).
The types of activities observed in the BrainU and comparison classrooms are described below (Pedagogical Implementation).
Treatment classrooms scored significantly higher than the comparison classrooms on all three of these measures.
Observations occurred during the academic year following BrainU participation or for comparison classrooms, at the end of the study period.
The range of activities observed in treatment teachers' classrooms was more laboratory-based and more varied than in comparison classrooms.
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Comparison classroom teachers continued to teach according to their normal classroom practice.
Future research coming from this pilot study should monitor and observe the language stimulation techniques used in both the intervention and comparison group classrooms.
In comparison to classrooms of students elsewhere with similar baseline achievement and demographics, a teacher's achievement gain in one year is correlated at a rate of.48 in math and.36 in English language arts (ELA), with the average growth of students in another year.
Especially on-the-job training has proven to be particularly effective in comparison to classroom training148 — for example Kluve (2010) points out that combining classroom with on-the-job training increases the probability of a positive impact by 30percentt compared with solely classroom training.
The comparisons among classroom scenarios (a GTA teaching a lab vs. teaching a discussion, or a professor teaching a lab vs. teaching a discussion) found no differences between any of the scenarios (Table 4).
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com