Unexpectedly, students in classrooms characterized by high Instructional Support rated their teachers less positively over time¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students in classrooms characterized by high Instructional Support rated their teachers less positively over time, an unexpected finding. → Catherine Corbin 2020

Evidence¶

Catherine Corbin 2020¶

Catherine Corbin, Erik Ruzek, Jason Downer, Amy Lowenstein, Joshua Brown. (2020). Correlates of change in elementary students' perceptions of interactions with their teacher. Journal of Applied Developmental Psychology 69, 101144. https://doi.org/10.1016/j.appdev.2020.101144

q2 · i? · associational · r?

The study of third and fourth graders in a large, urban district reports that "students in classrooms characterized by high Instructional Support rated their teachers less positively over time", which the authors describe as unexpected. No effect size is printed in the available text.

"Unexpectedly, students in classrooms characterized by high Instructional Support rated their teachers less positively over time."

Discussion¶

Related Claims¶

• Elementary students' perceptions of interactions with their teacher become more positive over time in classrooms characterized by positive teacher-student interactions — reports the opposite
• Female elementary students rated their teacher more positively over time than male students — related
• Prior work has elucidated factors contributing to middle and high school students' perceptions, but less is known about elementary students' perceptions
• Co-designers' perceptions improved in some classes but unexpectedly decreased more than controls in others — related