FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 401
ROBBI E DEAN + AGNES TOLESCU / WHOLE CHILD DEVELOPMENT IN THE TEACH FOR ALL NETWORK
negative. The evaluators discuss that these social and emotional learning results should be interpreted with caution for multiple reasons. For
instance, there is the possibility of reference bias; speciocally, by virtue
of participating in an intervention (such as having exposure to a TFN
fellow), individuals9 understanding of the behaviours and attitudes that
are targeted by that intervention shift over time (Duckworth & Yeager,
2015). Similar negative ondings have been observed in other studies and
in contexts where measuring differences in differences between baseline and endline where student self-report of social and emotional skills
are the primary data source for student social and emotional learning.
The study surveyed students about their perception of their teachers9
instructional effectiveness, in particular academic press, rigor, and clarity. Two of three scales of the quality of TFN teachers9 instruction were
positive (academic press and rigor) and one had a null difference (clarity), yet all of these results are not statistically signiocant when comparing the differences between the baseline and endline and between TFN
and comparison group classrooms.
At the school level, the study was unable to detect any statistically signiocant effects due to the statistical power of the school sample and imbalance of school characteristics between the study9s matched TFN schools
and non-TFN schools. As such, any differences should be interpreted as
descriptive. In terms of the direction of the impact, there was mixed evidence of impact on school-level effects. For instance, teacher-headteacher trust, facilities, resources and support for learning were on average
stronger in TFN schools compared to the comparison group. Meanwhile,
teacher-teacher trust, teacher-parent trust, and physical safety were on
average lower in TFN schools compared to comparison schools.
3.2 QUALITATIVE RESULTS
The study selected eight different focal schools from the quantitative
sample of schools in coordination with Ogun State educational authorities and Teach For Nigeria to better understand how TFN fellows are
contributing to WCD. All eight focal schools have at least one TFN teacher. Independent data collectors and interviewers from Hanovia Limited
conducted all stakeholder interviews.
Across six of the eight focal schools, the TFN fellows9 relationship with
the head teacher was positive, generally described as cordial and friendly.
Regarding the relationships with the parents of their students, the general consensus across respondents was that TFN fellows developed positive,
warm, caring, and communicative relationships. TFN fellows9 relationship with their students was consistently described as strongly positive,
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