In the IC-JPA group, teacher-delivered redirections decreased while student-to-student redirections increased, indicating growing student self-autonomy¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the treatment group, the number of redirections needed by the teacher decreased over the intervention while redirections from students to other students increased, indicating increased self-autonomy and peer reliance. → 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

Observational behavior-frequency analysis of redirection patterns in both classrooms, plotted in Figure 4, during the eight-week intervention. No effect size printed.

"in the t reatment group, the number of redirections needed by the teacher decreased, while the number of redirections from the students increased."

Discussion¶

Related Claims¶

• Student engagement increased in the IC-JPA treatment group as disengaged behaviors declined over the intervention while remaining constant in the comparison group — related
• IC-JPA instruction did not produce a statistically significant difference in correct academic language usage compared to traditional instruction — related
• The autonomy-supportive intervention program increased students' classroom engagement and decreased their disengagement over the semester — related
• Teacher-student scaffolding and autonomy support co-evolve into self-reinforcing attractor states over sustained one-on-one instruction — related