The INTERACT teacher coaching intervention produced small, statistically significant ITT improvements in student-perceived emotional support, classroom organization, and instructional support in upper secondary school¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2026 · 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.
q3 i? In a cluster RCT, ITT multilevel analysis showed small, statistically significant intervention effects on all three TSI domains. → Ertesvåg 2026
Evidence¶
Ertesvåg 2026¶
Ertesvåg, S. K., Vaaland, G. S., Tvedt, M. S., Virtanen, T. E., Idsoe, T., Panayiotou, M., Lerang, M. S., Sølvik, R. M., & Lerkkanen, M.-K. (2026). Teacher coaching in upper secondary school: Examining the effects on teacher–student interaction and student engagement. Journal of Educational Psychology, 118(1), 118-137. https://doi.org/10.1037/edu0000986
q3 · i? · causal · r2
Cluster randomized trial in which 98 upper secondary teachers from 12 Norwegian schools were randomly assigned to INTERACT coaching or practice-as-usual, with 1,341 students reporting outcomes. The article reports "small effects, with statistically significant improvements in the three TSI domains"; no effect size value is printed in the available text.
"Multilevel intent-to-treat (ITT) analysis indicated that the intervention had small effects, with statistically significant improvements in the three TSI domains: emotional support, classroom organization, and instructional support."
Discussion¶
Related Claims¶
- CACE estimation using a combined dosage-and-fidelity compliance marker increased estimated effects to medium–large for TSI domains and small–medium for emotional and behavioral engagement — related
- The INTERACT intervention showed no significant ITT effect on student-reported emotional, behavioral, or cognitive engagement — related
- Observed classroom engagement showed a small ITT effect and a medium CACE effect, neither statistically significant — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
interact-itt-significant-tsi-improvements |
title |
The INTERACT teacher coaching intervention produced small, statistically significant ITT improvements in student-perceived emotional support, classroom organization, and instructional support in upper secondary school |
description |
The INTERACT teacher coaching intervention produced small, statistically significant ITT improvements in student-perceived emotional support, classroom organization, and instructional support in upper secondary school |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ertesvåg-2026 |
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