We find evidence supporting the scaffolded sequence: A fidelity - focused approach promoted learning and instructional change more so for teachers inexperienced with the intervention, while
a structured adaptive approach was more effective for teachers experienced with the intervention.
No group differences were found on social capital measures one year later, suggesting that
the structured adaptive approach did not make teachers more likely to form ties that would be useful outside of the intervention.
Not exact matches
Adaptive evolution of chloroplast genome
structure inferred using a parametric bootstrap
approach