Table 13.

Children and Teacher Talking by Condition

	Tools (n = 32)		Control (n = 28)		Test of Condition Effects
	M	SD	M	SD	B	SE	d
Hypothesis 1. Child Talka
Child Talk Overall	.253	.039	.254	.049	−.004	.010	−0.030
Child Talk to Child with Content Focus	.112	.046	.068	.030	.044*	.011	1.137
Child Talk to Self	.065	.016	.064	.019	.002	.005	0.035
Child Listen to Another Child	.075	.022	.065	.016	.009	.006	0.505
Child Talk During Associative Interaction	.493	.081	.535	.108	−.042	.010	0.452
Hypothesis 2. Teacher Talkb
Teacher Talk Overall	.727	.085	.696	.081	.032	.022	0.386
Teacher Talk to Children During Management	.100	.065	.121	.077	−.023	.016	−0.302
Teacher Talk to Children During Centers	.577	.211	.547	.185	.024	.056	0.152

Note. Tools of the Mind was the reference group in each model as such positive coefficient indicate Tools classrooms had higher rates of an observed variable compared with the control classrooms. Estimates are the proportion of sweeps across the three observations a given behavior was observed. Coefficients reported are unstandardized regression coefficients from multilevel regression models. Estimates of effect sizes of curriculum differences provided are Cohen's d estimates standardized mean difference.

SD = standard deviation; SE = standard error.

^aVariable captured using the Child Observation.

^bVariables captured using the Teacher Observation Protocol.

^* p < .05.