INNOVATIVE THINKING
RIGOROUS APPROACHES
REAL WORLD IMPACT

 

Publication

Evaluation of the eMINTS (enhancing Missouri's Instructional Networked Teaching Strategies) Professional Development Program

Title
Impact Results of the eMINTS Professional Development Validation Study
Date
September 1, 2016
Author(s)
Meyers, C. V., Molefe, A., Brandt, W. C., Zhu, B. & Dhillon, S.
Publication
Journal of Educational Evaluation and Policy Analysis
Market
Education
Citation
Meyers, C. V., Molefe, A., Brandt, W. C., Zhu, B. & Dhillon, S. (2016). Impact Results of the eMINTS Professional Development Validation Study. Journal of Educational Evaluation and Policy Analysis, 38(3), 455-476. https://doi.org/10.3102/0162373716638446

eMINTS is an intensive teacher professional development program designed to promote inquiry-based learning, support high-quality lesson design, build community among students and teachers, and create technology-rich learning environments.

W. Christopher Brandt recently co-published the findings of an evaluation of the eMINTS (enhancing Missouri's Instructional Networked Teaching Strategies) professional development program in the Journal of Educational Evaluation and Policy Analysis. This evaluation included 60 high-poverty rural schools across Missouri that were randomly assigned to two treatment conditions and a control condition. Approximately 200 teachers and 3,000 students participated in the 2011-2012 baseline academic year.

Researchers conclude that after 3 years, both the eMINTS treatment group and an eMINTS treatment group with an additional year of intel support experienced changed teacher instructional behaviors and increased student achievement in mathematics. These results offer policymakers and educational experts additional options on how to bring academic progress and professional development to rural school districts.