. 2021 Feb 16;86(1):7–119. doi: 10.1111/mono.12425

Table 15.

Teacher Classroom Behaviors and Instructional Practices by Condition

	Tools (n = 32)		Control (n = 28)		Test of Condition Effects
	M	SD	M	SD	B	SE	d
Hypothesis 5. Teacher Behaviors
Emotional Tone (rating 1–5 scale)^a	3.433	.158	3.376	.200	.059	.047	0.324
Approving Behavior^a	0.034	.031	0.046	.029	−.013	.008	−0.415
Disapproving Behavior^a	0.058	.048	0.059	.055	−.003	.013	−0.020
Level of Instruction (rating 1–4 scale)^a	1.890	.140	1.891	.116	−.003	.036	−0.009
Behavior Management^a	0.223	.084	0.228	.085	−.005	−.004	−0.060
Hypothesis 6. Classroom Organization
Time in Teacher‐led Instruction^b	0.256	.071	0.173	.067	.075*	.013	1.215
Time in Centers^b	0.117	.044	0.159	.061	−.037*	.012	−0.813
Time in Transition^b	0.131	.040	0.133	.038	−0.001	.010	−0.023

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. 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.

^{^a}

Variable captured using the Teacher Observation Protocol (unless noted estimates are the proportion of sweeps across the three observations a given behavior was observed).

^{^b}

Variables captured using the Narrative Record (estimates are the proportion of time across the three observations a given instructional approach was observed).

p < .05.