Teachers' use of Morning Meeting and Academic Choice relates to higher levels of emotionally supportive interactions in grade 3–5 classrooms¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Teachers' use of Morning Meeting and Academic Choice related to higher levels of emotionally supportive interactions, controlling for pre-intervention interaction quality. → Abry 2017

Evidence¶

Abry 2017¶

Abry, T., Rimm-Kaufman, S.E. & Curby, T.W. (2017). Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher–Student Classroom Interaction Quality. Prevention Science, 18, 193–203. https://doi.org/10.1007/s11121-016-0743-3

q3 · i? · associational · r2

Structural path models conducted in the context of a randomized controlled trial of the Responsive Classroom approach, with 143 treatment teachers of third, fourth, and fifth grade classrooms, controlling for pre-intervention interaction quality and other covariates. The article reports that "teachers' use of Morning Meeting and Academic Choice related to higher levels of emotionally supportive interactions." No effect size is printed for this finding.

"Structural path models indicated that teachers' use of Morning Meeting and Academic Choice related to higher levels of emotionally supportive interactions; Academic Choice also related to higher levels of instructional interactions."

Discussion¶

Related Claims¶

• Teachers' use of Academic Choice relates to higher levels of instructional interactions in grade 3–5 classrooms — related
• Better emotional scaffolding is associated with higher ECERS-R Interaction scores — related
• Baseline interaction quality moderates component-outcome relations, with strongest relations for teachers with the lowest baseline quality — related