Both control and treatment teachers believed labeling benefits learning, disagreed that color coding made lessons too easy, and believed pictures help ELL students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Both teacher groups strongly believed in the benefits of labeling, generally disagreed that color coding made lessons too easy, and believed ELL students are helped by pictures. → Clinton 2015

Evidence¶

Clinton 2015¶

Clinton, V. & Cooper, J.L. (2015, April). Teacher Viewpoints of Instructional Design Principles for Visuals in a Middle School Math Curriculum. Paper presented at the Annual Meeting of the American Educational Research Association Annual Meeting, Chicago, IL. https://eric.ed.gov/?id=ED574965

q2 · i? · causal · r1

Survey items on instructional design principles for visuals (Figure 2, 1-7 agreement scale) completed by both control and treatment teachers. Descriptive agreement patterns; no test statistic or effect size printed for these shared beliefs.

"both sets of teachers strongly believed in the benefits of labeling, generally disagreed that color coding made the lessons too easy, and they also believed that ELL students are helped by pictures."

Discussion¶

Related Claims¶

• Treatment teachers generally liked the revisions to CMP2 visuals, especially increased color coding and labeling, and liked the revisions at least as much as control teachers liked the originals — related
• Open-ended responses on representational visuals differed by group, with treatment teachers more likely to see both pros and cons — related
• Control teachers held generally favorable viewpoints toward the visuals in the original CMP2 books, including math-irrelevant visuals — related
• Teacher viewpoints on visuals in the revised and original CMP2 curriculum were generally in line with theory and empirical evidence for the instructional design principles — related