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¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Mrs. Lewis's students improved from High to Medium support, then returned to initial performance at Low support, with no High–Low difference. → Martin 2019 q2 i? Mr. Green's students improved from High to Medium support but then declined significantly from Medium to Low, yielding a significant decline across the entire unit. → Martin 2019 (2)

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

Repeated-measures t-tests with Holm–Bonferroni correction across scaffolding levels for Mrs. Lewis's class (n = 28). Performance significantly improved High to Medium (t(27) = − 4.77, p < .001), then returned to initial levels Medium to Low (t(27) = 4.41, p < .001), so High and Low did not differ.

"Thus, there was no difference in students’ performance between the High and Low scaffolds (t(27) = − 0.006, p = .996)."

Martin 2019 (2)¶

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

Repeated-measures t-tests across scaffolding levels for Mr. Green's class (n = 44). His students improved High to Medium (t(43) = − 3.80, p < .001) but then declined significantly as support faded, producing a significant net decline across the unit.

"However, his students’ performance declined significantly as support faded from Medium to Low (t(43) = 10.31, p < .001), resulting in a significant decline in performance across the entire unit (t(43) = 6.19, p < .001)."

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
• 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 — related
• 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 — related