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We have designed an Assistant to support teachers' intervention in collaborative knowledge building.
EMS includes educators who are serving as elementary mathematics teachers, intervention specialists, or coaches (McGatha and Rigelman, in progress).
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There is some evidence that teachers' interventions with xenophobic utterances of pupils are negatively related to xenophobia of pupils (Bacher 2001).
Unfortunately, the law did not improve teacher intervention over time.
A similar GLMM, also controlling for grade, gender, ethnicity, and living situation, evaluated the impact of the law on teacher intervention, with teacher intervention as the outcome modeled.
As one interpretation, increased awareness among students (who reported on teacher intervention) may have increased expectations of teacher intervention and differential reporting post-law.
However, for more complex structures, teacher intervention is clearly required to achieve advanced outcomes.
For all years, teacher intervention was common: more than 70%% of students reported that teachers intervened often or very often.
As an explanatory variable, teacher intervention was treated as an ordinal variable using the entire Likert scale.
A strong relationship between teacher intervention and bullying was found (Estimates from Model 2, Table 1, not shown).
According to our study, teacher intervention was associated with almost a 50 % reduction in the odds of bullying.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com