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How Teacher Practices Illuminate Differences in Program Impact in Biology and Humanities Classrooms

Fri, April 28, 12:25 to 1:55pm, Henry B. Gonzalez Convention Center, Floor: Street Level, Stars at Night Ballroom 4


This paper reports research to explain the positive impact in a major RCT for students in the classrooms of a subgroup of teachers. Our goal was to understand why there was an impact for science teachers but not for teachers of humanities, i.e., history and English. We have labelled our analysis “moderated mediation” because we start with the finding that the program’s success was moderated by the subject taught by the teacher and then go on to look at the differences in mediation processes depending on the subject being taught. We find that program impact teacher practices differ by mediator (as measured in surveys and observations) and that mediators are differentially associated with student impact based on context.