Teachers in the SRL-AIDE program showed greater pre-to-post gains than a comparison group in both the explicitness and duration of their in-class SRL practices¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 The SRL-AIDE group had higher gains than the comparison group in both explicitness levels and duration of MCS and KC practices (group × time interaction, ηp2 = .57 omnibus). → Orna Heaysman 2026 q2 i3 The group × time interaction was significant separately for explicitness (ηp2 = .40) and duration (ηp2 = .51). → Orna Heaysman 2026

Evidence¶

Orna Heaysman 2026¶

Orna Heaysman, Bracha Kramarski. (2026). Authentic evidence from the 'SRL-AIDE' simulative environment on explicitness and duration of in-class SRL teaching practices. Instructional Science. https://doi.org/10.1007/s11251-026-09787-2

q2 · i3 · causal · r2

Three-way mixed MANOVA (group × time × practice) on video-coded lessons of 70 elementary teachers in a quasi-experimental pre/post design. The omnibus group × time interaction was significant, "ηp2 = .57", with separate effects for explicitness and duration.

"the two-way interaction of group and time was significant, F(2,67) = 45.12, p < .001, ηp2 = .57. Examining each of the dependent variables separately indicated significant interaction of group and time for both expliciteness and duration [F(1,68) = 45.26, p < .001, ηp2 = .40; F(1,68) = 71.25, p < .001, ηp2 = .51, respectively] indicating that the SRL-AIDE group had higher gains than the comparison group in both explicitness levels and duration."

Discussion¶

Related Claims¶

• KC lesson duration increased significantly only in the SRL-AIDE group (d = 1.14), not in the comparison group (d = 0.12) — related
• In the SRL-AIDE group, MCS explicitness showed a larger pre-post gain (d = 2.08) than KC explicitness (d = 1.03), and SRL-AIDE's KC gain exceeded the comparison group's (d = 1.03 vs d = 0.31) — related
• The three-way group × time × practice interaction was significant for explicitness but not duration: MCS explicitness rose more in the SRL-AIDE group while KC explicitness rose more in the comparison group — related
• Primary teachers who participated in the iSELF professional development program showed significantly higher explicit SRL strategy instruction at post-test than control teachers — related
• Teachers typically provide only little explicit support for SRL in their classrooms — related