Earlier pilot evidence suggested CARE may be more efficacious for teachers in high-risk, high-poverty settings¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the first two pilot studies, urban educators showed significant pre-post improvements in mindfulness and time urgency while the suburban/semirural sample did not. → Jennings 2017

Evidence¶

Jennings 2017¶

Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., Rasheed, D., DeWeese, A., DeMauro, A. A., Cham, H., & Greenberg, M. T. (2017). Impacts of the CARE for Teachers Program on Teachers' Social and Emotional Competence and Classroom Interactions. Journal of Educational Psychology. https://doi.org/10.1037/edu0000187

q2 · i? · causal · r2

The article reports its two pilot studies (31 urban educators; student teachers and 10 mentor teachers, N=43) as feasibility and preliminary efficacy work. The quote contrasts the two samples; the authors' hedge "may be more efficacious" is retained. No effect sizes are printed.

"Although educators working in the urban schools showed significant pre–post improvements in mindfulness and time urgency, the suburban/semirural sample did not, suggesting that CARE may be more efficacious in supporting teachers working in high-risk settings."

Discussion¶

Related Claims¶

• Minority teachers are disproportionately employed in high-poverty, high-minority, urban public schools — related
• CARE for Teachers improved teachers' adaptive emotion regulation, mindfulness, psychological distress, and time urgency in a cluster randomized trial — related