Focal students of treatment teachers attained higher course competency scores (Cohen's d = 0.45)¶

Claim · All claims
Evidence · 1 study · causal r3 · q3 · i2 medium
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Focal students of treatment teachers earned higher subject competency scores in the identifying teacher's class than focal students of control teachers (Cohen's d = 0.45, 95% CI 0.03-0.90). → Gehlbach 2021

Evidence¶

Gehlbach 2021¶

Gehlbach, H., Mascio, B., & McIntyre, J. (2021). Social perspective taking: A professional development induction to improve teacher-student relationships and student learning. Journal of Educational Psychology (in press). https://osf.io/suhvj/

q3 · i2 · causal · r3

Preregistered student-level regression from the results robustness table on standardized course competency scores, which the network scores objectively on a 1-5 scale without effort or participation components. The estimate was Cohen's d = 0.45, "0.45 (0.03, 0.90)".

"Competencies 23 0.45 (0.03, 0.90)"

Discussion¶

Related Claims¶

• The induction did not increase teachers' perceived similarity with focal students — related
• The induction improved treatment teachers' relationships with focal students: more positivity (Cohen's d = 0.41) and less negativity (Cohen's d = -0.52) — related
• The social perspective taking induction increased treatment teachers' effort to understand their focal students (Cohen's d = 0.51) — related
• Students of treatment teachers perceived more positive relationships with their teachers (Cohen's d = 0.82) — related
• No significant effect on focal students' perceived relationship negativity — related