In the category of strong alignment, 29% of teachers who received PD employed pedagogical strategies that matched that criterion, compared to 17% of the teachers who did not receive PD. For moderate alignment, 32% of the teachers who received PD were grouped in this category compared to 17% of the teachers who did not receive PD. And finally, 39% of the teachers who received PD were weakly aligned with these practices compared to 66% of the teachers who did not receive PD. (See Figures 2 and 3)
Roughly 2/3 of the teachers who received the PD were able to align to the DGBL criterion. 2 questions, what roadblocks did the 39% of the PD teachers who did not face. Why did they need in addition to what was presented to be more success. The 34% of non-PD teachers were able to connect to the criterion with a minimal training session. What pedagogical commonalities did they have that served?