Openers particularly benefited students who began with partial (level 3) understanding, while level 2 students made only modest gains¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Having an Opener had a significant effect for students starting at KI level 3 (M = .71 vs .18 without Opener, p = .05); level 2 students made modest gains with or without an Opener. → Zertuche 2012

Evidence¶

Zertuche 2012¶

Zertuche, A., Gerard, L., & Linn, M. C. (2012). How do Openers Contribute to Student Learning? International Electronic Journal of Elementary Education, 5(1), 79-92. https://eric.ed.gov/?id=EJ1070484

q3 · i? · causal · r2

Subgroup analysis of pre-to-post Opener gains by pre-Opener KI score (Table 6). Level 3 students with an Opener developed into basic understanding (level 4); those without continued to show only partial understanding (M = .18, SD = .60).

"Having an Opener had a significant effect on students who began with at least a partial understanding, or level 3 on the knowledge integration scoring rubric (M = .71, SD = .69), t(26) = -2.07, p = .05."

Discussion¶

Related Claims¶

• Students who had an Opener made substantially greater gains on the embedded assessment than students without an Opener — a broader claim this one bears on
• The Opener produced no difference on pre/post test scores across the whole project — related