Loaded moments (de)escalate through moment-by-moment co-construction such as mutual trade-offs, turnings, or refusals¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Whether a loaded moment escalates or de-escalates depends on the co-construction of the moment as it progresses, through mechanisms including mutual trade-offs, turnings, or refusals. → Kennedy 2024

Evidence¶

Kennedy 2024¶

Kennedy, B L & Junker, R (2024). The Evolution of “Loaded Moments” Toward Escalation or De-Escalation in Student–Teacher Interactions. Review of Educational Research. https://doi.org/10.3102/00346543231202509

q2 · i? · review · r?

Narrative synthesis of 30 qualitative and observational studies: the review reports that loaded moments (de)escalate depending on moment-by-moment co-construction, naming “mutual trade-offs, turnings, or refusals” as mechanisms. No effect sizes are printed.

"Furthermore, loaded moments (de)escalate, depending on the co-construction of the moment as it progresses, such as through mutual trade-offs, turnings, or refusals."

Discussion¶

Related Claims¶

• Loaded moments emerge when instigating circumstances co-construct incompatibilities between teacher and students — related
• Co-constructions of loaded moments can result in specific long-term relationship- and bond-development — related
• Macro-level social contexts and existing classroom patterns set the scene for loaded moments — related
• Three recurring challenges disrupt parent-child math tutoring: cognitive misalignment, emotional escalation, and method mismatch — related