Comparison teachers taught the same 40-session space science curriculum, but they did not have access to the educative features.
Treatment teachers who had access to the features used more strategies to support ELLs in their classrooms, used a wider range of strategies and acquired more new strategies than did comparison teachers.
An effect size of 1.6 shows that the treatment teachers made very large gains in their content knowledge versus comparison teachers.
The null hypothesis that gains by STeLLA treatment teachers and comparison teachers are equal can be rejected with a high degree of confidence (p < .0001).0001
On a content knowledge assessment, the treatment teachers demonstrated an average gain of almost 9 percentage points from pretest to posttest, which was significantly higher than the comparison teachers' average gain of less than 2 percentage points.
Similarly, on assessments embedded within the PD that addressed content and pedagogical content knowledge, the treatment teachers significantly improved on five of the six questions, whereas the comparison teachers did not show significant improvement on any question (Seago et al. 2014).
Treatment teachers performed significantly better than comparison teachers on all of the nine key indicators.
Disaggregated comparisons between BrainU teachers and comparison teachers on these measures did not reach a level of statistical significance.
