Baseline correlations: teacher confidence and enthusiasm and expectations dimensions correlated with posttest achievement, but support for mathematical discourse did not¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across the whole sample, teacher confidence and enthusiasm correlated with post mathematics achievement (r = .18, p < .001) and expectations and responsiveness to developmental needs did so as well (r = .09, p < .01), while support for mathematical discourse did not (r = −.03, p = .29). → Schenke 2017

Evidence¶

Schenke 2017¶

Schenke, K., Nguyen, T., Watts, T. W., Sarama, J. H., & Clements, D. H. (2017). Differential effects of the classroom on African American and non-African American’s mathematics achievement. Journal of Educational Psychology, 109(6), 794–811. https://doi.org/10.1037/edu0000165

q3 · i? · associational · r2

Correlational results (Table 2) from the TRIAD evaluation sample reporting associations among classroom observation dimensions and posttest REMA achievement, including the null correlation for support for mathematical discourse (r = −.03, p = .29).

"Across the whole sample, teacher confidence and enthusiasm was statistically significantly correlated with post mathematics achievement (r = .18, p < .001), as was expectations and responsiveness to developmental needs (r = .09, p < .01), but, support for mathematical discourse and posttest mathematics achievement were not significantly correlated (r = −.03, p = .29)."

Discussion¶

Related Claims¶

• Observed teacher expectations and developmental appropriateness were more strongly associated with mathematics achievement for African American than non-African American preschoolers — related
• The intervention raised observed teacher confidence and enthusiasm, with partial mediation via this dimension for African American students only, though the group difference was not significant — related
• Support for mathematical discourse was increased by the intervention but was not significantly associated with post-treatment mathematics achievement for either group — related
• The TRIAD intervention raised teachers' observed expectations and responsiveness to developmental needs (b = 0.10, p = .05) — related