The TRIAD intervention raised teachers' observed expectations and responsiveness to developmental needs (b = 0.10, p = .05)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Teachers in the treatment condition were rated higher on expectations and responsiveness to developmental needs than control teachers. → 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 (path a) in the TRIAD randomized evaluation of 1,238 preschoolers in 101 classrooms; the treatment effect on the observed expectations and responsiveness to developmental needs dimension was "b= 0.10, p = .05".

"The treatment had a positive impact on teacher expectations (b= 0.10, p = .05)."

Discussion¶

Related Claims¶

• Mediation of the intervention's effect via teacher expectations approached significance only for African American students — related
• 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 — related
• Observed teacher expectations and developmental appropriateness were more strongly associated with mathematics achievement for African American than non-African American preschoolers — related
• Baseline correlations: teacher confidence and enthusiasm and expectations dimensions correlated with posttest achievement, but support for mathematical discourse did not — related