More children who could shift codes were found in the classroom of the highest mediating teacher¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1976 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Code shifting (use of both elaborated and restricted coding) was concentrated in the highest mediating teacher's classroom. → Stecher 1976

Evidence¶

Stecher 1976¶

Stecher, Judith S. (1976). A Description of Teacher Verbal Mediation and of Children's Verbal Coding in Selected Early Childhood Classrooms. https://eric.ed.gov/?id=ED126733

q2 · i? · associational · r1

From the results on children's verbal coding in the three observed classrooms: "more childgcn who could shift codes were in the classroom of thehighest mediating teacher", reported with reference to Table 3. No effect size is printed.

"A.Ad most importdntly,more childgcn who could shift codes were in the classroom of thehighest mediating teacher (Table 3)."

Discussion¶

Related Claims¶

• High teacher mediation is associated with more children talking and higher frequency of both elaborated and restricted talk — possibly the same claim (merge candidate)
• Teacher mediation interacts with SES: the SES gap in elaborated utterances appears only in the low-mediating classroom — related
• Elaborated coding was associated with higher reading scores among the observed children — related