Both classes improved significantly on the science practices test, with no significant teacher main effect or teacher-by-time interaction¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Both teachers' students improved significantly on the science practices test from pre- to post-test, but the teacher main effect and teacher × time interaction were not significant. → 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 science practices test scores (14 multiple-choice and 4 open-ended items, maximum 22 points, Cronbach's alpha = .89) in the same two sixth-grade classes. The article reports a significant main effect of time (F(1,70) = 72.16, p < .001) and no significant teacher effect or interaction (teacher × time p = .225).

"Both classes also significantly improved on the science practices test from pre- to post-test, as shown again by the significant main effect of time (F(1,70) = 72.16, p < .001); the teacher main effect and interaction between teacher and time were not significant."

Discussion¶

Related Claims¶

• 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
• 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
• 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