Students' social reasoning is less likely to be followed by teachers' high-level prompting and more likely to be followed by specific praise¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Reciprocally, student social reasoning decreased the likelihood of subsequent teacher high-level prompting and increased the likelihood of subsequent teacher specific praise. → Nagpal 2025

Evidence¶

Nagpal 2025¶

Nagpal, M., Lin, T.-J., Kraatz, E., Kim, S., Ha, S. Y., & Glassman, M. (2025). Reciprocal interactions between teachers' instructional moves and students' social reasoning during collaborative small group discussions. Instructional Science. https://doi.org/10.1007/s11251-025-09718-7

q2 · i? · associational · r1

This reciprocal direction (Research Question 2) is stated in the article's abstract summary of the SDA findings; the corresponding results-table text was not available in the supplied excerpt, so no effect sizes are reported. The contrast names teachers' high-level prompting versus specific praise as the two outcomes.

"Conversely, students' social reasoning was less likely to be followed by teachers' high-level prompting but was more likely to be followed by teachers' use of specific praise."

Discussion¶

Related Claims¶

• Low-level prompting, modeling, and information provision do not predict students' social reasoning at any lag — related
• High-level prompting and specific praise continue to predict students' social reasoning one turn later (Lag-2), suggesting a vicarious reinforcing experience — related
• Teacher praise increased in every reviewed study that coached teachers to increase praise — related
• Students' social reasoning in the previous three turns positively predicts social reasoning in the current turn — related