Sentence examples for effects for teacher from inspiring English sources

Non-significant effects for teacher ratings are common in the literature, even in studies of selected [e.g., [ 43]] or indicated prevention [ 31, 44] no significant time × group interaction with higher base rates of externalizing behaviour occurred indicating that a floor effect may not play a crucial role in this lack of findings.

When comparing short term trials (six months or less) with long term trials (more than six months), we found that the treatment effect for teacher rated symptoms of ADHD decreased over time.

An explanation for the difference in internal consistency between parents and teachers is that for parents, the items from the subscales may be less one-dimensional than for teachers, which may refer to a halo effect for teachers (Abikoff et al. 1993; Nisbett and Wilson 1977).

In contrast to these stronger centre effects for the teacher ratings, centre by status interactions were almost exclusively seen in the parent ratings.

In our study, we found a robust line of descending tendency with age only for parent ratings; the effect size for teacher ratings was negligible.

Adapting training methods to specific teacher traits to best facilitate the training effects for preservice teachers is an important, yet neglected, topic in aptitude-treatment interaction research.

The most robust finding regarding protective effects was for teacher-reported self-control, which demonstrated a protective effect on teacher-reported mental health outcomes in the multiple-groups and person-centred methodologies, but not in the potentially lower-powered statistical interaction model.

Experienced supervisors searched for student involvement and effects of teacher behaviours on student learning, rather than focused exclusively on discrete aspects of teacher behaviours (Kerrins and Cushing 2000).

No significant effects were found for teacher efficacy regarding classroom management.

We have empirical research that has proved the dramatic effect of teacher expectations for more than 40 years.

Finally, it is worth noting that controlling for the intermediary effects of social and academic adjustment at school entry led to negative suppression effects for associations between teacher information sharing and two of the outcomes, general motivation and communication skills.