By Carmen Pannone, University of Cagliari, Italy
The implementation of social-emotional learning (SEL) interventions has shown significant benefits for students’ social-emotional and academic outcomes. However, studies indicate that low fidelity of implementation can undermine these results. In contrast, structured one-on-one coaching for teachers appears to enhance SEL interventions. Despite the benefits of the validated 4Rs (Reading, Writing, Respect, and Resolution) program, which integrates social-emotional development into language arts, challenges arose due to its original coaching model lacking structure, leading to implementation discrepancies. On the other hand, the MyTeachingPartner (MTP) model, an evidence-based approach, provides structured one-on-one video coaching and access to teaching practices exemplars, yielding positive effects on teacher-student interaction and student outcomes.
Following a successful randomized control trial demonstrating the effectiveness of combining 4Rs and MTP in improving students’ outcomes, a recent study employed a quasi-experimental design (QED) to evaluate the impact of integrating the 4Rs curriculum with the MTP coaching model while isolating the effects of MTP coaching support. To do so, Doyle and colleagues compared nine schools, where the 4Rs curriculum was implemented without MTP in 2005-2006, to six elementary schools from the same district that implemented both programs together during 2012-2013.
The classroom-level outcomes of combining 4Rs + MTP appear promising: there were significantly lower levels of hostile attribution bias (ES = +0.17) and aggressive interpretational negotiation strategies (ES = +0.29), alongside higher attendance rates (ES =+ 0.46) and teacher-reported academic skills (ES =+0.17). Additionally, there was a positive effect on social competence (ES = +0.13, p < 0.10) for the combined intervention, although it was not significant. This suggests that implementing 4Rs combined with MTP support could have an even greater overall impact. However, interpreting these results requires caution due to the inability to control for potential impacts of policy changes over the years, a higher risk composition, and a greater age variation for the 4Rs + MTP group (including 3rd, 4th, and 5th-grade students, compared to only 4th-graders in the 4Rs only group). Additionally, the reliance on teachers’ and students’ perceptions to measure SEL skills rather than using direct or observational SEL skill assessments needs to be considered. Nonetheless, the study highlights the importance of an evidence-based teacher coaching model aimed at supporting high-quality SEL implementation.
Best Evidence in Brief Index 