Observed classroom engagement showed a small ITT effect and a medium CACE effect, neither statistically significant¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Observer-rated classroom engagement growth showed small (ITT) and medium (CACE) effects that were not statistically significant. → 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

Latent growth curve analysis of CLASS-S-scored classroom observations (550 recorded lessons coded in 1,508 segments by blinded certified observers) explored whether an external data source supported self-reported engagement findings. Neither the small ITT nor the medium CACE effect reached significance.

"For observed student engagement, the ITT analysis indicated a small intervention effect, and the CACE analysis indicated a medium effect; however, none of these effects were statistically significant."

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 teacher coaching intervention produced small, statistically significant ITT improvements in student-perceived emotional support, classroom organization, and instructional support in upper secondary school — related
• Observed classes in high-performing CHSRI schools showed high or medium student engagement and calm, well-behaved classrooms, with only one low-engagement class — related