International Journal of Education and Human Developments (IJEHD)

This article presents conclusions from survey data, observations from classroom visits, and teacher interviews. The evidence presents findings from 126 teachers who participated in a series of professional learning institutes focused on how students learn, using learning principles developed by Christine Drew and Richard Erdmann, and related influences from John Hattie’s research. The study participants taught in a mid-sized urban school district. 94 of the 126 participants completed the final survey. The institutes took place between mid-January and May of 2022, the first school year post-COVID. The purpose of the study was to determine whether teacher beliefs about their impact on learning or self-efficacy would change based on a measured increase in student learning after implementing a new or redesigned practice based on the learning principles from the institutes. Ninety-nine percent of the teachers applied what they learned and over 80% believed that their applications improved student learning. Another 11% believed that student learning “probably” improved.