Study: 90648

Grant Competition

Review Details

Reviewed: August 2022

At least one statistically significant positive finding

Meets WWC standards without reservations

For:

Grant Competition (findings for Cultivating Awareness and Resilience in Education (CARE for Teachers))

Using:

Rating:

Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.

This review may not reflect the full body of research evidence for this intervention.

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Findings

Teacher Practice outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
CLASS - Emotional Support domain	Cultivating Awareness and Resilience in Education (CARE for Teachers) vs. Business as usual	0 Days	Full sample; 216 teachers	4.92	4.81	No	--
Classroom Organization (CLASS)	Cultivating Awareness and Resilience in Education (CARE for Teachers) vs. Business as usual	0 Days	Full sample; 216 teachers	5.13	5.01	No	--
CLASS: Instructional Support	Cultivating Awareness and Resilience in Education (CARE for Teachers) vs. Business as usual	0 Days	Full sample; 216 teachers	2.49	2.51	No	--
Show Supplemental Findings
CLASS - Emotional Support domain: Positive climate subscale	Cultivating Awareness and Resilience in Education (CARE for Teachers) vs. Business as usual	0 Days	Full sample; 216 teachers	4.61	4.45	Yes	9
CLASS - Emotional Support domain: Teacher sensitivity subscale	Cultivating Awareness and Resilience in Education (CARE for Teachers) vs. Business as usual	0 Days	Full sample; 216 teachers	4.83	4.67	Yes	9
CLASS - Classroom Organization domain: Productivity subscale	Cultivating Awareness and Resilience in Education (CARE for Teachers) vs. Business as usual	0 Days	Full sample; 216 teachers	5.45	5.26	No	--
CLASS: Emotional Support domain: Negative climate subscale	Cultivating Awareness and Resilience in Education (CARE for Teachers) vs. Business as usual	0 Days	Full sample; 216 teachers	6.57	6.50	No	--
CLASS - Classroom Organization domain: Instructional learning formats subscale	Cultivating Awareness and Resilience in Education (CARE for Teachers) vs. Business as usual	0 Days	Full sample; 216 teachers	4.64	4.56	No	--
CLASS - Classroom Organization domain: Behavior management subscale	Cultivating Awareness and Resilience in Education (CARE for Teachers) vs. Business as usual	0 Days	Full sample; 216 teachers	5.30	5.20	No	--
CLASS - Emotional Support domain: Respect for student perspective subscale	Cultivating Awareness and Resilience in Education (CARE for Teachers) vs. Business as usual	0 Days	Full sample; 216 teachers	3.69	3.64	No	--
CLASS - Instructional Support domain: Quality of feedback subscale	Cultivating Awareness and Resilience in Education (CARE for Teachers) vs. Business as usual	0 Days	Full sample; 216 teachers	2.82	2.76	No	--
CLASS - Instructional Support domain: Concept development subscale	Cultivating Awareness and Resilience in Education (CARE for Teachers) vs. Business as usual	0 Days	Full sample; 216 teachers	2.18	2.25	No	--
CLASS - Instructional Support domain: Language modeling subscale	Cultivating Awareness and Resilience in Education (CARE for Teachers) vs. Business as usual	0 Days	Full sample; 216 teachers	2.47	2.53	No	--

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Sample Characteristics

Characteristics of study sample as reported by study author.

Female: 93%
Male: 7%
Urban
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New York

Race
Asian		5%
Black		26%
Other or unknown		31%
Two or more races		5%
White		33%

Ethnicity
Hispanic		31%
Not Hispanic or Latino		69%

Eligible for Free and Reduced Price Lunch
Other or unknown		100%

Study Details

Setting

The study took place in high poverty region of New York (Bronx and Upper Manhattan). All schools were elementary K-5 public schools.

Study sample

The full sample was primarily female (93%) and racially/ethnically diverse with 33% of the teachers identifying as White, 31% identifying as Hispanic, 26% as African American/Black, 5% as Asian, and 5% as mixed racial background. Teachers were distributed across grades with 39% teaching Kindergarten, 18% 1st grade, 15% 2nd grade, 16% 3rd grade, 15% in 4th grade, and 18% in 5th grade. Additionally, 85% of teachers were in general education classrooms, 13% were teaching in combined language (bilingual, ESL, ELL or dual) classes, and 2% of teachers were in special education classrooms.

Intervention Group

The CARE for teachers program model was delivered to teachers assigned to the intervention group during the fall/winter of their initial year of participation (2012/13 or 2013/14). The program has a structured set of mindful awareness practices that were delivered in 30 hours over 5 in-person training days. Each training day was 6 hours in length, occured between November and February of the program year, and was led by three facilitators. Each facilitator met a standard set of criteria including having at least a master's degree in education or related area, minimum of 2 years of experience with the program, and a personal mindfulness practice. Over 90% of the intervention teachers attended at least 4 days of professional development focused on the CARE program. Intervention teachers were provided with program materials including a workbook, and audio recorded mindful awareness practices. Coaches were also provided to intervention teachers who engaged with teachers via three one-on-one phone discussions that lasted 26 minutes on average. During calls intervention teachers discussed their use of practices, what they found helpful, and questions/challenges for which they needed support.

Comparison Group

Teachers assigned to the comparison group received the standard professional development activities provided to all teachers at their school. Teachers in the comparison group were offered CARE following the completion of the study for their cohort. Approximately 51 percent of the comparison teachers completed CARE training.

Support for implementation

Teachers were compensated for participating in the program as they would be with normal district trainings. Schools were compensated for substitute teachers. Teachers were provided with trainings and offered coaches throughout the school year.

Impacts of the CARE for Teachers Program on Teachers' Social and Emotional Competence and Classroom Interactions