CARE for Teachers improved the emotional support domain of observed classroom interaction quality (CLASS)¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Classrooms of CARE-trained teachers showed a statistically significant positive effect on the emotional support domain of the CLASS compared with control classrooms. → 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

q3 · i? · causal · r3

The abstract reports the observed classroom outcome: "a statistically significant positive effect on the emotional support domain of the CLASS", based on blind observations coded with the Classroom Assessment Scoring System. No effect size is printed in the supplied text.

"CARE for Teachers also had a statistically significant positive effect on the emotional support domain of the CLASS."

Discussion¶

Related Claims¶

• CARE for Teachers improved teachers' adaptive emotion regulation, mindfulness, psychological distress, and time urgency in a cluster randomized trial — related
• Only three reviewed SEL studies measured classroom-level outcomes, and effects on CLASS-measured classroom environments ranged from moderate to large — related
• Providing books and a single workshop without ongoing coaching did not improve prekindergarten classroom quality — related