The intervention raised observed teacher confidence and enthusiasm, with partial mediation via this dimension for African American students only, though the group difference was not significant¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Treatment teachers were rated 0.25 points higher on teacher confidence and enthusiasm (p = .001); partial mediation appeared for African American students (b = 0.06, p = .03) but not non-African American students, yet the Wald test comparing the b paths was not significant (p = .28). → Schenke 2017
Evidence¶
Schenke 2017¶
Schenke, K., Nguyen, T., Watts, T. W., Sarama, J. H., & Clements, D. H. (2017). Differential effects of the classroom on African American and non-African American’s mathematics achievement. Journal of Educational Psychology, 109(6), 794–811. https://doi.org/10.1037/edu0000165
q3 · i? · causal · r2
Multigroup multilevel mediation model for the teacher confidence and enthusiasm dimension in the TRIAD RCT: treatment effect "0.25 points higher (p = .001)"; indirect effect significant for African American students (b = 0.06, p = .03) but not non-African American students (b = 0.04, p = .10).
"Teachers in the treatment group on average were rated 0.25 points higher (p = .001) on teacher confidence and enthusiasm than teachers in the control group."
Discussion¶
Learner Variables¶
- Race and Ethnicity — moderator: an instructional effect differs by group
Related Claims¶
- Baseline correlations: teacher confidence and enthusiasm and expectations dimensions correlated with posttest achievement, but support for mathematical discourse did not — related
- Observed teacher expectations and developmental appropriateness were more strongly associated with mathematics achievement for African American than non-African American preschoolers — related
- Mediation of the intervention's effect via teacher expectations approached significance only for African American students — related
- The TRIAD intervention raised teachers' observed expectations and responsiveness to developmental needs (b = 0.10, p = .05) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-confidence-enthusiasm-mediation-mixed |
title |
The intervention raised observed teacher confidence and enthusiasm, with partial mediation via this dimension for African American students only, though the group difference was not significant |
description |
The intervention raised observed teacher confidence and enthusiasm, with partial mediation via this dimension for African American students only, though the group difference was not significant |
status |
review |
evidence_strength |
mixed |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — schenke-2017 |
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