On the physics conceptual test, both teachers' students improved significantly, with a significant teacher-by-time interaction in which Mrs. Lewis's students overcame a lower pre-test disadvantage by post-test¶
Claim · All claims
Evidence · 1 study · designr2·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Both teachers' students improved significantly on the physics conceptual test (main effect of time), and the teacher × time interaction was significant, with Mrs. Lewis's students closing a pre-test gap by post-test. → Martin 2019
Evidence¶
Martin 2019¶
Martin, Nicole D., Tissenbaum, Catherine Dornfeld, Gnesdilow, Dana, Puntambekar, Sadhana. (2019). Fading distributed scaffolds: the importance of complementarity between teacher and material scaffolds. Instructional Science. https://doi.org/10.1007/s11251-018-9474-0
q2 · i? · design · r2
Mixed-model ANOVA of pre/post physics conceptual test scores (29 items, Cronbach's alpha = .76) for two teachers' sixth-grade classes (n = 28 and n = 44). The article reports a significant main effect of time (F(1,70) = 61.49, p < .001) and a significant teacher × time interaction (F(1,70) = 11.01, p = .001), with Mrs. Lewis's students "overcame this disadvantage".
"There was also a significant interaction between teacher and time (F(1,70) = 11.01, p = .001). While Mrs. Lewis’s students had lower scores on the pre-test than Mr. Green’s students, Mrs. Lewis’s students overcame this disadvantage and these differences were no longer present on the post-test."
Discussion¶
Related Claims¶
- Report Out performance showed a significant instructor-by-scaffolding-level interaction, with Mrs. Lewis's students significantly outperforming Mr. Green's at Medium and Low material support but not at High
- Both classes improved significantly on the science practices test, with no significant teacher main effect or teacher-by-time interaction
- The two teachers' scaffolding moves differed significantly: Mrs. Lewis monitored more, prompted peer idea-sharing, extended materials, and handed over independence more, while Mr. Green provided more static support
- As material scaffolds faded, Mrs. Lewis's students' performance returned to initial levels between High and Low support, while Mr. Green's students declined significantly across the unit
- Both sequencing groups improved in conceptual and procedural knowledge, with no significant group-by-time interaction — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
physics-test-teacher-time-interaction-lewis-overcame-pretest-gap |
title |
On the physics conceptual test, both teachers' students improved significantly, with a significant teacher-by-time interaction in which Mrs. Lewis's students overcame a lower pre-test disadvantage by post-test |
description |
On the physics conceptual test, both teachers' students improved significantly, with a significant teacher-by-time interaction in which Mrs. |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — martin-2019 |
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