Low early skill children in high-inference classrooms with low teacher–student conflict showed higher math achievement and faster gains than low-skill peers in low-inference or high-conflict classrooms¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2–r3 · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Within the low early skill group, high inference instruction combined with low conflict predicted higher absolute math achievement and steeper growth than low-inference/low-conflict and high-inference/high-conflict conditions. → Crosnoe 2010 q3 i? This focal group's trajectory had a more pronounced upward slope than the average and high early skill groups, indicating gap narrowing. → Crosnoe 2010 (2)

Evidence¶

Crosnoe 2010¶

Crosnoe, R., Morrison, F., Burchinal, M., Pianta, R., Keating, D., Friedman, S. L., Clarke-Stewart, K. A., & the NICHD Early Child Care Research Network. (2010). Instruction, Teacher–Student Relations, and Math Achievement Trajectories in Elementary School. Journal of Educational Psychology. https://doi.org/10.1037/a0017762

q3 · i? · associational · r3

Predicted trajectories graphed from HLM parameters (Figure 2) for low early skill children by instruction and conflict levels. The high-inference/low-conflict group outperformed both comparison groups; no effect size printed.

"children in classrooms characterized by high levels of inference skills instruction who had low levels of conflict with teachers in these classrooms demonstrated higher absolute levels of math achievement in elementary school and posted higher rates of increase in math achievement over time than their low early skill group peers in classrooms with low levels of inference skills instruction who had low conflict with teachers."

Crosnoe 2010 (2)¶

Crosnoe, R., Morrison, F., Burchinal, M., Pianta, R., Keating, D., Friedman, S. L., Clarke-Stewart, K. A., & the NICHD Early Child Care Research Network. (2010). Instruction, Teacher–Student Relations, and Math Achievement Trajectories in Elementary School. Journal of Educational Psychology. https://doi.org/10.1037/a0017762

q3 · i? · associational · r2

The same HLM-derived comparison extended to the average and high skill groups: the focal low-skill group's slope was "more pronounced upward" than both, indicating catch-up. No effect size printed.

"This focal group—low early skill children in classrooms with higher order instruction who had better teacher–student relations—had trajectories of math achievement during elementary school with a more pronounced upward slope than children in the average and high early skill groups (not shown in Figure 2)."

Discussion¶

Related Claims¶

• Inference-based instruction and teacher–student conflict were more strongly associated with math achievement and growth for children with low early math skills (a three-way interaction in observational data) — possibly the same claim (merge candidate)
• Low early skill children received more basic skills instruction and experienced more teacher conflict than their more skilled peers — related