Table 1 A summary of components of the RTOP-ITG project considered in this paper (white rows) that can support a change in teaching (Clarke & Hollingsworth, 2002) when instructors use ITG. Additional supports outside of the ITG project are also possible, but are not known for individual instructors as part of this study and are the topic of future work (grey rows)
Domain | RTOP-ITG project components | RTOP-ITG participants |
|---|---|---|
External domain: external source of information or stimulus | ITG Materials, which include resources of: | |
Guidance in the use of ITG materials (Teaching materials and instructions, Teaching notes and tips, instructor stories, instructional webinars) | All instructors | |
Participation in Research Team or Implementation Team, including PD and assessment of use of ITG materials (see section “Characteristics of Participants and Instruments”) | Mentored instructors | |
Process of creating materials, including workshops and webinars on materials development, collaboration during materials development, including evaluation with the ITG materials development rubric | Materials Developers (including ITG authors, module editors and assessment team) | |
Domain of practice: professional experimentation | Measured by RTOP observations (Research Questions address how the enactment of the external domain of ITG impacts teaching) | All observed instructors |
Not examined in this paper | ||
Domain of consequence: salient outcomes | Student outcomes from assessments provided in ITG materials | All instructors |
RTOP observation scores (by subscale, including information on how to interpret one’s scores) | All observed instructors | |
Personal domain: knowledge, beliefs and attitude | Personal reflections | All instructors |