Student off-task behavior is lower in trained teachers' classrooms than in control classrooms after adjusting for baseline off-task rates¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 1985 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Off-task behavior declined markedly in treatment classrooms after training, and the difference between groups on pre-adjusted post means was significant beyond the .001 level by F test. → Fitzpatrick 1985

Evidence¶

Fitzpatrick 1985¶

Fitzpatrick, Kathleen A. (1985). Group-Based Mastery Learning: A Robin Hood Approach to Instruction? Paper presented at the annual meeting of the American Educational Research Association, Chicago, Illinois. https://eric.ed.gov/?id=ED255556

q2 · i? · causal · r2

Off-task behavior was recorded at five-minute intervals in the 21 treatment and 19 control classrooms. Pre-post incidence correlated r .56 across the 40 classrooms; an analysis of covariance using pre-observation incidence as covariate found the adjusted group difference significant beyond the .001 level by the F test. Table 3 shows adjusted post means of 8.30 (treatment) versus 13.42 (control).

"Since the incidence of off-taskbehaviors was found to be rather strongly correlated in the 40 classroomsbetween pre and post observations(r .56), an analysis or covariance wasperformed on the dia.., using the preobservation incidence as the covariate."

Discussion¶

Related Claims¶

• Greatest declines in off-task behavior occurred in classrooms whose teachers initially faced the highest off-task rates — related
• Trained teachers reallocated time unevenly: significantly more to presenting/developing lessons and quizzes, less to homework review, independent practice, and transitions — related
• Direct classroom observations in the rural trial showed TAPP students exhibited more on-task and prosocial behavior and less off-task behavior — related
• After brief 1–2 day training, participants showed behaviors consistent with movement from Stage 0–1 toward Stage 1–2, and sustained courses were associated with Stage 3–4 behaviors (observational; no pre/post measure or comparison group) — related