Hypothesized chain linking implementation supports to teacher fidelity to student responsiveness to child outcomes in the MindUP trial¶

Claim · All claims
Evidence · 2 studies · 2 theoretical r2–r3 · q1
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors hypothesize that teachers who implement curriculum activities on time, as designed, in a high quality and engaging manner will contribute to larger impacts for their students' social emotional and academic outcomes, but only if student attendance and engagement are high. → Choles JR 2022 q1 i? The authors hypothesize that teachers who attend support sessions more frequently and/or are more engaged will implement the curriculum with higher fidelity than teachers who attend less frequently or are less engaged. → Choles JR 2022 (2)

Evidence¶

Choles JR 2022¶

Choles JR, Roeser RW and Mashburn AJ (2022) Extensions beyond program impacts: Conceptual and methodological considerations in studying the implementation of a preschool social emotional learning program. Front. Educ. 7:1035730. https://doi.org/10.3389/feduc.2022.1035730

q1 · i? · theoretical · r2

Authors' stated hypothesis illustrated in Figure 3 (Curriculum Implementation to Outcomes) of the planned MindUP cluster RCT; no data are reported. The hypothesis is explicitly conditional: "we only expect to see larger impacts for students if student attendance and engagement are high."

"we hypothesize that teachers who implement curriculum activities on time, as designed, in a high quality and engaging manner will contribute to larger impacts for their students' social emotional and academic outcomes compared to other teachers who implement activities less frequently, at a lower level of quality, or with a lower degree of adherence"

Choles JR 2022 (2)¶

Choles JR, Roeser RW and Mashburn AJ (2022) Extensions beyond program impacts: Conceptual and methodological considerations in studying the implementation of a preschool social emotional learning program. Front. Educ. 7:1035730. https://doi.org/10.3389/feduc.2022.1035730

q1 · i? · theoretical · r3

Authors' hypothesis displayed in Figure 3 (Implementation Supports to Curriculum Implementation) linking attendance and engagement in ongoing supports to teachers' classroom adherence; a planned analysis, not a reported result.

"teachers who attend support sessions more frequently and/or are more engaged in these sessions will implement the curriculum in their classroom to a higher degree of fidelity compared to teachers who do not attend as frequently, or are not as engaged"

Discussion¶

Related Claims¶

• An SEL program with mindfulness training (MindUP) improved diurnal cortisol slopes and social-emotional, self-concept, and math outcomes versus an active control — related
• Personalized Learning Effects Vary With Fidelity — a broader claim this one bears on
• Fidelity of implementation of early language curricula varies widely across teachers and studies — related