Mediation of the intervention's effect via teacher expectations approached significance only for African American students¶

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

Subclaims¶

q3 i? The parametric bootstrap indirect effect via expectations and responsiveness to developmental needs was b = 0.05, p = .07 for African American students and non-significant for non-African American students. → 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? · causal · r2

Parametric bootstrap test (20,000 draws) of the indirect treatment effect through expectations and responsiveness to developmental needs for African American students "only approached statistical significance"; for non-African American students mediation was not significant (b = −0.01, p = .33).

"However, the parametric bootstrap test for mediation only approached statistical significance (b = 0.05, p = .07, 95% CI [0.002, 0.12])."

Discussion¶

Learner Variables¶

• Race and Ethnicity — moderator: an instructional effect differs by group

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 TRIAD intervention raised teachers' observed expectations and responsiveness to developmental needs (b = 0.10, p = .05) — 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