Teacher-student cyclical entrainment was considerably higher in the desirable-style teacher's classroom than in the struggling-style teacher's classroom¶
Claim · All claims
Evidence · 1 study (2 entries) · associationalr1·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Average weighted coherence was .88 (Communion) and .85 (Agency) in Ethan's classroom versus .14 and .13 in Sam's classroom, indicating much smaller entrainment for Sam. → Pennings 2017
Evidence¶
Pennings 2017¶
Pennings, H. J. M. (2017). Using a Complexity Approach to Study the Interpersonal Dynamics in Teacher-Student Interactions: A Case Study of Two Teachers. Complicity: An International Journal of Complexity and Education, 14(2). https://complicityjournal.org doi:10.29173/cmplct29338
q2 · i? · associational · r1
Cross-spectral analysis (SPSS-SPECTRA) of trend-removed time-series; coherence interpreted against Cohen's benchmarks as a considerable degree of entrainment in Ethan's classroom.
"In Ethan's classroom, coherence was .88 for Communion and .85 for Agency. This indicates a considerable degree of entrainment"
Pennings 2017 (2)¶
Pennings, H. J. M. (2017). Using a Complexity Approach to Study the Interpersonal Dynamics in Teacher-Student Interactions: A Case Study of Two Teachers. Complicity: An International Journal of Complexity and Education, 14(2). https://complicityjournal.org. doi:10.29173/cmplct29338
q2 · i? · qualitative · r3
Same cross-spectral analysis for Sam's classroom: coherence of .14 (Communion) and .13 (Agency), a degree of entrainment "much smaller than in Ethan's classroom" (medium effect benchmark).
"In Sam's classroom, coherence was .14 for Communion and .13 for Agency. The degree of entrainment is much smaller than in Ethan's classroom"
Discussion¶
Related Claims¶
- Phase analysis showed Ethan leading the interaction with sameness in Communion and oppositeness in Agency, while Sam led in Communion but followed in Agency — related
- The teacher with the more desirable interpersonal style showed overall coordination consistent with the complementarity principle, while the less desirable teacher's coordination did not — related
- The hypothesis that both teachers can refrain from complementarity when facing hostile student behavior could not be confirmed — related
- Motivation and engagement relate cyclically: prior motivation predicts subsequent engagement and prior engagement predicts subsequent motivation — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
coherence-entrainment-higher-desirable-style-classroom |
title |
Teacher-student cyclical entrainment was considerably higher in the desirable-style teacher's classroom than in the struggling-style teacher's classroom |
description |
Teacher-student cyclical entrainment was considerably higher in the desirable-style teacher's classroom than in the struggling-style teacher's classroom |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — pennings-2017, pennings-2017-2 |
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