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Assessing and intervening teachers' beliefs on the socioemotional and cognitive development of their students
Last registered on April 19, 2018

Pre-Trial

Trial Information
General Information
Title
Assessing and intervening teachers' beliefs on the socioemotional and cognitive development of their students
RCT ID
AEARCTR-0002906
Initial registration date
April 17, 2018
Last updated
April 19, 2018 4:19 PM EDT
Location(s)
Region
Primary Investigator
Affiliation
FGV
Other Primary Investigator(s)
PI Affiliation
FGV
PI Affiliation
FGV
PI Affiliation
FGV
Additional Trial Information
Status
On going
Start date
2017-11-01
End date
2019-12-15
Secondary IDs
Abstract
This project has two main goals: (i) to create and validate an instrument capable of measuring the subjective beliefs and expectations that teachers have about the non-cognitive development of their students; (ii) through a random trial create an intervention that informs a group of teachers about the importance of socioemotional skills in the development and future academic and professional success of students. In this way, we intend to evaluate if we are able to change the pedagogical practices adopted in classroom, the appreciation that teachers give to non-cognitive abilities and also, if these potential changes are reflected in beneficial cognitive and non-cognitive results in students of treated teachers. The data for this evaluation comes from another experiment: "Assessing the Impact of" Compass Program "on children's Socio-Emotional and Academic Skills in Brazil" that takes place in Rio de Janeiro - Brazil, with Elementary schools. During the year of 2018 there will be two data collections with teachers and students, one at the beginning and another at the end of the school year. Teachers will answer our instrument created under goal (i), and children will go through social-emotional or cognitive tasks at two points in time. Between the two research fields, randomly selected teachers will receive text messages with informative content about socioemotional skills and their importance. The other half of teachers will receive text messages with educational content unrelated to socioemotional skills.
External Link(s)
Registration Citation
Citation
Fonseca, Gabriela et al. 2018. "Assessing and intervening teachers' beliefs on the socioemotional and cognitive development of their students." AEA RCT Registry. April 19. https://doi.org/10.1257/rct.2906-1.0.
Former Citation
Fonseca, Gabriela et al. 2018. "Assessing and intervening teachers' beliefs on the socioemotional and cognitive development of their students." AEA RCT Registry. April 19. http://www.socialscienceregistry.org/trials/2906/history/28559.
Experimental Details
Interventions
Intervention(s)
Intervention Start Date
2018-05-15
Intervention End Date
2018-11-30
Primary Outcomes
Primary Outcomes (end points)
Teacher's beliefs and students cognitive and non cognitive development
Primary Outcomes (explanation)
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
Data for this evaluation comes from another experiment: "Assessing the Impact of" Compass Program" on children's Socio-Emotional and Academic Skills in Brazil" that takes place in Rio de Janeiro - Brazil, with Elementary schools. In this evaluation 42 (out of 84) schools were randomly selected to teach socioemotional lessons (SEL) to their students, while the other 42 were kept as a comparison group. During the year of 2018 we added to this already existing RCT the present study. Starting from this two existing groups of schools (with SEL and without SEL) we randomly selected half of each of this groups to receive an addicional intervention. This additional intervention consists of informative text messages that will be sent to teachers in the attempt to make them aware of the importance of students' socioemotional develoment. During the year there will be two data collections with teachers and students, one at the beginning and another at the end of the school year. Teachers will answer an instrument created for the purpose of understanding what pedagogical practices teachers perform in classroom and what are teacher's beliefs on the relative importance of socioemotional skills in their students' lives. Also, in both fields children will go through socioemotional and cognitive tasks. The other half of teachers - the ones that weren't selected to receive the informative text messages- will receive text messages with educational content unrelated to socioemotional skills. With such design we will be able to identify whether this simple intervention is able to change teacher's beliefs about socioemotional skills and if this potential change is reflected in different pedagogical practices. Additionaly, we will be able to test the intervention's effects on students' outcomes.
Experimental Design Details
Randomization Method
Randomization done in office by a computer
Randomization Unit
School
Was the treatment clustered?
Yes
Experiment Characteristics
Sample size: planned number of clusters
84 schools
Sample size: planned number of observations
168 teachers
Sample size (or number of clusters) by treatment arms
42 treated schools with a total of 84 treated teachers (text messages about socioemotional skills)
42 control schools with a total of 84 control teachers (text messages with educational content unrelated to socioemotional skills)
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
Comitê de Conformidade Ética em Pesquisas Envolvendo Seres Humanos da FGV
IRB Approval Date
2016-12-15
IRB Approval Number
01/2016
Post-Trial
Post Trial Information
Study Withdrawal
Intervention
Is the intervention completed?
No
Is data collection complete?
Data Publication
Data Publication
Is public data available?
No
Program Files
Program Files
Reports, Papers & Other Materials
Relevant Paper(s)
REPORTS & OTHER MATERIALS