Self-explanations from faded double-content examples did not predict change in professional vision, with two isolated exceptions¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Multiple regression models showed the self-explanation scores together did not predict change in any professional vision measure. → Jasmin Lilian Bauersfeld 2025 q3 i? Self-explaining concepts of classroom management in time block 2 positively predicted change in multiple perspectives, while self-explaining focus on students in time block 3 negatively predicted change in focus on students. → Jasmin Lilian Bauersfeld 2025 (2)

Evidence¶

Jasmin Lilian Bauersfeld 2025¶

Jasmin Lilian Bauersfeld, Bernadette Gold. (2025). Complete or faded double-content examples of video-based analyses: How do they impact student teachers' professional vision of classroom management? Instructional Science. https://doi.org/10.1007/s11251-025-09738-3

q3 · i? · causal · r1

Multiple regression analyses with self-explanation scores as predictors and residualized change scores as criteria showed no significant overall prediction for any criterion, e.g. noticing + reasoning, F(8,49) = 1.61, p = .145, R² = .209.

"Multiple regression analyses (see Table 4) showed that all the self-explanations together did not predict change in noticing + reasoning, F(8,49) = 1.61, p =.145, alternatives of action, F(8,49) = 0.48, p =.865"

Jasmin Lilian Bauersfeld 2025 (2)¶

Jasmin Lilian Bauersfeld, Bernadette Gold. (2025). Complete or faded double-content examples of video-based analyses: How do they impact student teachers' professional vision of classroom management? Instructional Science. https://doi.org/10.1007/s11251-025-09738-3

q3 · i? · causal · r1

Within the regression models, self-explaining concepts of classroom management in time block 2 significantly predicted change in multiple perspectives, and self-explanations of focus on students in time block 3 negatively predicted change in focus on students, β = −.385, p = .036.

"we found that self-explaining aspects of concepts of classroom management from the double-content example in time block 2 significantly predicted the change in multiple perspectives. However, self-explanations of the focus on students negatively predicted the change in the focus on students."

Discussion¶

Learner Variables¶

• Communication Skills — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Studying double-content examples before video-based analyses hindered student teachers' noticing and reasoning compared to studying without them — related
• Double-content examples had no significant effect on generating alternatives of action, drawing inferences, or taking multiple perspectives — related
• Complete and faded double-content examples did not differentially affect student teachers' professional vision — related
• Student teachers struggled to self-explain expert features from faded double-content examples and to transfer them to their analyses — related