Student engagement increased in the IC-JPA treatment group as disengaged behaviors declined over the intervention while remaining constant in the comparison group¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2020 · 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? The treatment group began with higher occurrences of disengaged behavior in all categories than the comparison group, but these occurrences decreased as the intervention progressed while the comparison group maintained a consistent level. → Hendy 2020
Evidence¶
Hendy 2020¶
Hendy, Elizabeth and Cuevas, Joshua Dr. (2020). The Effects on Instructional Conversations on English Language Learners. Georgia Educational Researcher: Vol. 17 : Iss. 2 , Article 5. https://digitalcommons.georgiasouthern.edu/gerjournal/vol17/iss2/5
q2 · i? · causal · r1
Qualitative observational notetaking by an external teacher, ten minutes twice weekly over eight weeks, recording frequencies of disengaged behaviors such as crying, off-topic conversations, tattling, and redirections; patterns plotted in Figure 3. No effect size printed.
"the treatment group began with higher occurrences of disengaged behavior in all categories when compared to the comparison group. As the intervention progressed, these occurrences decreased."
Discussion¶
Related Claims¶
- In the IC-JPA group, teacher-delivered redirections decreased while student-to-student redirections increased, indicating growing student self-autonomy — related
- The autonomy-supportive intervention program increased students' classroom engagement and decreased their disengagement over the semester — related
- IC-JPA instruction did not produce a statistically significant difference in correct academic language usage compared to traditional instruction — related
- First-grade ELL students taught through traditional small-group instruction significantly outperformed IC-JPA-taught students on math achievement when controlling for initial ability — related
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