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Metacognitive Training in Professional Development Can Improve and Sustain Student Achievement
Physics Education · Submitted 26 Jul 2016
abstract compiled · 2026-09-23 · no language-model review
The authors' main claim This continued improvement in student scores indicated that the teachers and schools changed in a sustainable way.
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The abstract, sentence by sentence
Secondary school students in the United States continue to underachieve in mathematics and science. Improving teacher quality is a core component of improving student achievement. Here we report on a professional development program, the MAST System, that develops the knowledge and skills for teaching mathematics, including metacognitive knowledge and regulation. In this cognitive apprenticeship program, teachers learn to plan, evaluate and adjust to improve student engagement and achievement. Central is the metacognitive practice of defense of instruction. By practicing this reflective approach, teachers become adaptive experts, able to innovate in the classroom. During the two-year intervention, the MAST System resulted in large increases in the California Standards Test mathematics scores, compared to both the district and the state. In addition, improvement continued for several years after the intervention was completed. This continued improvement in student scores indicated that the teachers and schools changed in a sustainable way.
background contribution method result interpretation main claim
| # | sentence | role | the authors' own work | states the main conclusion | strength |
|---|---|---|---|---|---|
| s0 | Secondary school students in the United States continue to underachieve in mathematics and science. | background 1.00 | 0.05 | 0.02 | asserted 1.00 |
| s1 | Improving teacher quality is a core component of improving student achievement. | background 1.00 | 0.05 | 0.03 | asserted 1.00 |
| s2 | Here we report on a professional development program, the MAST System, that develops the knowledge and skills for teaching mathematics, including metacognitive knowledge and regulation. | contribution 0.96 | 0.66 | 0.05 | asserted 0.98 |
| s3 | In this cognitive apprenticeship program, teachers learn to plan, evaluate and adjust to improve student engagement and achievement. | method 0.93 | 0.37 | 0.04 | asserted 0.99 |
| s4 | Central is the metacognitive practice of defense of instruction. | method 0.92 | 0.28 | 0.04 | asserted 1.00 |
| s5 | By practicing this reflective approach, teachers become adaptive experts, able to innovate in the classroom. | interpretation 0.54 | 0.28 | 0.07 | asserted 1.00 |
| s6 | During the two-year intervention, the MAST System resulted in large increases in the California Standards Test mathematics scores, compared to both the district and the state. | result 1.00 | 0.95 | 0.34 | asserted 1.00 |
| s7 | In addition, improvement continued for several years after the intervention was completed. | result 1.00 | 0.90 | 0.15 | asserted 1.00 |
| s8 | This continued improvement in student scores indicated that the teachers and schools changed in a sustainable way. | interpretation 1.00 | 0.83 | 0.49 | hedged possibility 0.83 |
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The paper
Original abstract
Secondary school students in the United States continue to underachieve in mathematics and science. Improving teacher quality is a core component of improving student achievement. Here we report on a professional development program, the MAST System, that develops the knowledge and skills for teaching mathematics, including metacognitive knowledge and regulation. In this cognitive apprenticeship program, teachers learn to plan, evaluate and adjust to improve student engagement and achievement. Central is the metacognitive practice of defense of instruction. By practicing this reflective approach, teachers become adaptive experts, able to innovate in the classroom. During the two-year intervention, the MAST System resulted in large increases in the California Standards Test mathematics scores, compared to both the district and the state. In addition, improvement continued for several years after the intervention was completed. This continued improvement in student scores indicated that the teachers and schools changed in a sustainable way.
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