or, why we need more systematic (and simply more) reporting on the nature of interventions
The hope. Last year, we reviewed six reviews of what interventions work to improve learning. One promising area of overlap across reviews had to do with training teachers who were already on the job (i.e., in-service teacher training or teacher professional development). Specifically, we proposed that “individualized, repeated teacher training, associated with a specific method of task” was associated with learning gains.