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1.
This paper explores Programme for International Student Assessment (PISA) for Schools, a local variant of the Organisation for Economic Cooperation and Development (OECD’s) influential PISA that not only assesses an individual school’s performance in reading, mathematics and science against international schooling systems, but also promotes 17 identical examples of ‘best practice’ from ‘world class’ schooling systems (e.g. Shanghai-China, Singapore). Informed by 33 semi-structured interviews with actors across the PISA for Schools policy cycle, and supplemented by the analysis of relevant documents, the paper provides an account of how these concrete examples of best practice are represented in the report received by participating schools. Drawing upon thinking around processes of commensuration and the notion of ‘governing by examples’, the paper argues that PISA for Schools discursively positions participating schools as somehow being commensurable with successful schooling systems, eliding any sense that certain cultural and historical factors – or ‘out of school’ factors – are inexorably linked to student performance. Beyond encouraging the problematic school-level borrowing of policies and practices from contextually distinct schooling systems, I argue that this positions the OECD as both the global expert on education policy and now, with PISA for Schools, the local expert on ‘what works’.  相似文献   

2.
Student’s performance in science classrooms has continued to languish throughout the USA. Even though proficiency rates on national tests such as National Assessment of Educational Progress are higher for Caucasian students than African-Americans and Hispanics, all groups lack achieving desired proficiency rates. Further, the Next Generation Science Standards detail a new higher benchmark for all students. This study analyzes a professional development (PD) project, entitled Inquiry in Motion, designed to (a) facilitate teacher transformation toward greater quantity and quality of inquiry-based instruction, (b) improve student achievement in science practices and science concepts, and (c) begin to narrow the achievement gap among various groups. This 5-year PD study included 11 schools, 74 middle school teachers, and 9,981 students from diverse, high minority populations. Findings from the quasi-experimental study show statistically significant gains for all student groups (aggregate, males, females, Caucasians, African-Americans, and Hispanics) on all three science Measure of Academic Progress tests (composite, science practices, and science concepts) when compared to students of non-participating teachers. In addition to an increase in overall performance for all groups, a narrowing of the achievement gap of minority students relative to Caucasian students was seen. When combined with other studies, this study affirms that, when facilitated effectively, inquiry-based instruction may benefit all students, for all demographic groups measured.  相似文献   

3.
The assumption that inquiry-based instruction is more effective in influencing student science achievement than traditional didactic teaching has been the driving force of science education reform in recent decades and in many countries. However, the empirical relationship between these two kinds of science teaching and student science performance is not soundly established, which is worth a careful examination. Framed through the theoretical perspectives of inquiry-based instruction and culturally relevant pedagogy, using a two-level hierarchical linear modeling (HLM) approach and simultaneous multiple regression, this study examines the above relationship using the Trends in International Mathematics and Science Study (TIMSS) 2011 8th grade dataset from Singapore, Chinese Taipei, and the US. The study found that for the low-performing students, none of the inquiry-based teaching practice items measured had a significant relationship with the science achievements at any performance levels of students in any country/region except for the case of two inquiry-based teaching practice items that were positively related to Chinese Taipei students’ achievements. No didactic teaching practice items were associated with the Singapore students’ science achievement, three of these practice items were found negatively related to Chinese Taipei students’ science achievement, and one traditional didactic teaching practice was negatively related to the science achievement of U.S. students. However, for medium- and high-performing students, none of these inquiry-based or traditional didactic science-teaching practices were found to be positive predictors of science performance in all three countries/regions. However, in the case of Chinese Taipei, one didactic teaching practice item was negatively related with the medium level performing students’ achievement and two didactic teaching practices were found to hinder high-performing students’ science achievements.  相似文献   

4.
Science and scientific thinking have not made a substantial impact on educational practice. In this discussion, we examine the relationship between science and education and delineate four reasons for characterizing science as an uninvited guest in schools: (a) Science is not highly regarded in society; (b) good science and bad science are often mistaken for one another; (c) the amount of current data is overwhelming; and (d) science is not easy for those who practice it (researchers), those who translate it (teacher educators), or those who consume it (teachers). We suggest several strategies to improve this relationship, including promoting standards of educational practice, emphasizing the role of teacher educators as translators of the research base into classroom practice, and linking student outcomes with the use of effective instructional practices.  相似文献   

5.
Research has consistently shown ‘ability’ grouping (tracking) to be prey to poor practice, and to perpetuate inequity. A feature of these problems is inequitable and inaccurate practice in allocation to groups or ‘tracks’. Yet little research has examined whether such practices might be improved. Here, we examine survey and interview findings from a large-scale intervention study of grouping practices in 126 English secondary schools. We find that when schools are encouraged to allocate students and move them between groups according to equitable principles by participation in a ‘best practice’ intervention, there is some increased equity of practice (i.e. a reduction in non-attainment factors used in allocation). However, the majority of schools continue to use subjective and potentially biased information to group students. Furthermore, some schools that claim to be using attainment setting appear to be using the inequitable practice of streaming. Our findings show that improvements in equity are constrained by operational and strategic factors, including timetabling, finance, and teachers’ values and beliefs relating to student ability and progression. We suggest strategies for encouraging schools to change their grouping practices, drawing on approaches for working with complex organisations.  相似文献   

6.
This article addresses the impact of race and ethnicity on students' science learning in US schools. Specifically, it discusses (a) the constructs of race, ethnicity, and culture, and the racial and ethnic student composition in US public schools; (b) effective classroom practices for curriculum, instruction, and assessment related to race and ethnicity; and (c) future policy and practice regarding race and ethnicity in science education. We discuss the science learning and teaching of African American, Latino, and Asian American students. Even though Asian American students are viewed as the model minority, some struggle with science learning, because their languages and cultures are seen as hurdles. As there is little defendable science education research related to Native Americans at the precollege level, we remain silent in this area.  相似文献   

7.
We have designed a model for transformational science teaching focused on linking theory and practice through curriculum decision making that has been the framework for professional development sessions for middle-grade science teachers during the past 5 years. Interviews with teachers revealed that their experiences with curriculum development were of significant value in making decisions concerning the design of classroom environments. As teachers reflected on current research about teaching and learning, in collaboration with university scientists and science educators, they were informed by theoretical perspectives which held implications for their practice. Curriculum development became a vehicle for professional development and school reform; however, it was vital that the teachers were in clear communication with their administrators and communities concerning reform issues. Students and teachers from schools implementing the model and from control sites were interviewed to determine the model's influence on instructional practices and student attitude and achievement in science. The five-phase model for transformational science teaching is discussed here, accompanied by teacher comments about tensions experienced at each phase. This discussion is followed by an analysis of teacher and student interview data that reveals teachers' use of instructional strategies and students' attitudes toward science. Results and analysis of student performance on a mandated end-of-grade science test are also included. From this evidence, we recommend a new design for professional development opportunities for teachers that engages them in decision making as they reflect about the connections between theory and practice and the value of continually testing, revising, and reevaluating curriculum and instructional issues. J Res Sci Teach 34: 773–789, 1997.  相似文献   

8.
The purpose of this study was to investigate the differences among schools using student responses in the Trends in Mathematics and Science Study–1999 (TIMSS‐99) data. Schools were classified into two groups based on eighth grade students' overall achievement in science. Two different discriminant function analyses were performed to distinguish high‐ and low‐performing schools, based both on classroom practices and factor structures (student‐centered activities, teacher‐centered activities, attitudes toward technology use, socioeconomic status [SES], and doing well in science). The results indicate that there were significant differences between the two classifications of schools on ten variables regarding classroom practices and activities, and 29 variables regarding classroom practices, attitudes toward science, use of the computer and overhead projector (OHP), parental background characteristics, and need to do well in science. Contrary to general expectations, technology use (computer, OHP, etc.) was found to be negatively related to science achievement. Teachers should be trained on how to use technology in their classrooms. Turkey recently revised its curriculum to a student‐centered approach and this might increase students' ability to transfer knowledge into real life. Teachers and schools should pay more attention to SES effects. Teachers should also work toward building students' confidence in science. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1417–1435, 2007  相似文献   

9.
In the opening discussion of this special issue, I take stock of science and schooling for students with learning disabilities (LD) before probing four ideas to foster effective instruction in contemporary schools: (a) Turn to science as the best trick we know for solving educational problems; (b) specify clearly what we hope to achieve in our instructional decisions for students with LD; (c) rely on instruction as the best tool we have for improving student performance; and (d) cultivate-and keep-competent and caring personnel. I invite commentary, from the perspectives of researchers, practitioners, and those who prepare teachers and administrators, to assess the status of science in the schoolhouse and to offer practical strategies for how the scientific orientation of schools might be enhanced.  相似文献   

10.
The purpose of this study was to examine the association of middle school student science achievement and attitudes toward science with student-reported frequency of using computers to learn science and other classroom practices. Baseline comparison data were collected on the frequency of student-centred teaching practices (e.g. the use of group experiments during science class) and traditional teaching practices (e.g. having students copy notes during science class) to learn science. The student sample was composed of 294 seventh-grade students enrolled in middle school science. Multiple regression was used to investigate the association of attitudes toward science, student-centred teaching practices, computer usage, and traditional teaching practices with science achievement. Both attitudes toward science and student-centred teaching practices were positively associated with science achievement, and student-centred teaching practice was positively associated with attitude toward science. Computer usage was found to have a negative association with student achievement, which was moderated by traditional teaching practices.  相似文献   

11.
ABSTRACT

In order to create conditions for students’ meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students’ scientific literacy. Better understanding how science teachers’ instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students’ science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers’ value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers’ instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed.  相似文献   

12.
In Part 1 of this paper, I described the corporate and communal nature of research, teaching, and learning in urban science classrooms as both a theoretical approach to understanding, and way of viewing practices within these fields. By providing a new approach to theorizing the cultural misalignments that are prevalent in urban schools, I look to provide an informative tool for investigating under-discussed dynamics that impact science teaching and learning. In this body of work, I further expose the nature of the corporate|communal by describing practices that define communal practice. I do so conversant of the fact that synthesizing my previous work on corporate and communal practices necessarily pushes science education researchers and teachers to look for somewhat tactile explications of communal practices. That is to say, if communal practices do exist within the corporate structures of science classrooms, how do they present themselves and how can they be targeted? This paper begins a journey into such a study and focuses on student transactions, fundamental interactions and rituals as a key to redefining and attaining success in urban science classrooms.  相似文献   

13.
This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project’s impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)—although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes.  相似文献   

14.
Initial Trends in MSP-Related Changes in Student Achievement With MIS Data   总被引：1，自引：1，他引：0  
This substudy in the evaluation design of the Math and Science Partnership (MSP) Program Evaluation investigates changes in student mathematics and science achievement across three school years, 2002–03, 2003–04, and 2004–05, for MSP-related schools using Management Information System data with the Annual K-12 District Survey. First, changes in percentages of students (at or above) proficient on state assessments in math and science were investigated by gender, ethnicity, special education, and students with limited English proficiency using schools for which data were available for all three years. The results indicated that MSP schools continued to show improvement in student math and science proficiency over the three-year period. Second, schools were examined by frequency and effect size of increase, decrease, or no change in student math and science proficiency from the “start” (2002–03) to the “end” (2004–05) of the period for this study. The schools with positive changes were in much higher numbers and higher mean effect size of change compared to schools with negative (or no) changes in student math and science proficiency. Third, the relationship between the schools' targeted teacher participation in MSP-related activities over the entire period of three years and the student math and science proficiency at the “end” year of this period (2004–05) was also investigated. It was found that this relationship was positive and significant for the elementary and high schools, but there was no evidence for its significance at the middle school level.  相似文献   

15.
Recent studies on the stability of school academic performance across school subject areas show two weaknesses: a lack of research attention to elementary schools and a lack of adequate statistical adjustments for school characteristics. With data describing elementary students (N = 6,883 students in Grade 6 in 148 schools) from the New Brunswick School Climate Study (NBSCS), the current study examined correlates of academic performance across mathematics, science, reading, and writing among students and among schools, using a multivariate multilevel model with statistical adjustments for student characteristics and school context and climate characteristics. Results indicated that (a) students were differentially successful in different subject areas, (b) schools were differentially effective in different subject areas, and (c) the differential success was more obvious among students than among schools. Findings of this study call for a new type of school programs that aim to ensure that students progress equally in different subject areas and for stronger school policies that systematically coordinate classroom or department practices.  相似文献   

16.
The concept of science in the schoolhouse combines knowledge of research-based practices with the complexities of day-to-day life in schools. In this discussion, co-teaching is offered as an example of how advocacy for a practice can outpace the science that supports it. There is a push for co-teaching in contemporary schools, and special educators in great numbers are being asked to join with general educators in meeting the needs of students with disabilities. However, the science behind co-teaching to date is very limited. Studies have examined the implementation of co-teaching as a general service delivery option, but much less attention has been paid scientifically to the character and quality of the co-taught instruction or to the impact of co-teaching on student outcomes. Within this context, I also examine how Crockett's four recommendations to support science in the schoolhouse could address the questions about co-teaching for which there are few answers.  相似文献   

17.
While the achievement gap in science exists in the US, research associated with our investigation reveals some high school science programs serving diverse student bodies are successfully closing the gap. Using a mixed methods approach, we identified and investigated ten high schools in a large Southwestern state that fit the definition of “highly successful, highly diverse”. By conducting interviews with science liaisons associated with each school and reviewing the literature, we developed a rubric identifying specific characteristics associated with successful science programs. These characteristics and practices included setting high expectations for students, providing extensive teacher support for student learning, and utilizing student-centered pedagogy. We used the rubric to assess the successful high school science programs and compare them to other high school science programs in the state (i.e., less successful and less diverse high school science programs). Highly successful, highly diverse schools were very different in their approach to science education when compared to the other programs. The findings from this study will help schools with diverse students to strengthen hiring practices, enhance teacher support mechanisms, and develop student-focused strategies in the classroom that increase science achievement.  相似文献   

18.
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19.
ABSTRACT

In the present meta-analysis, we examine how secondary school characteristics – such as schools’ academic press, school climate, material resources, personnel resources, classroom climate, instructional practices, out-of-school activities, and socioeconomic status (SES) composition – provide opportunities for students to engage in science and maths, and how these matter with regard to students’ cognitive and motivational-affective outcomes. The meta-analysis includes 71 (international) articles from large-scale studies with a total of 3,960,281 students, 260,390 schools, and 285 effect sizes that were transformed to correlation coefficients. Multilevel meta-analyses were performed. Results identified a number of school variables that can be regarded as relevant for making a difference in student outcomes and at the same time be influenced by education. These refer to school variables such schools’ academic press, classroom climate, instructional practices, and out-of-school activities. Moreover, SES composition was significantly related to student outcomes. Material and personnel resources as well as school climate yielded a close to zero effect. No differences were found between cognitive and motivational-affective outcome variables or between science and maths. The results point to the most promising school characteristics for promoting students’ outcomes and emphasise schools’ potential for students’ engagement in science and maths.  相似文献   

20.
Korean students have shown relatively little interest and confidence in learning science, despite being ranked in the top percentile in international evaluations of academic achievement in science such as the Trends in International Mathematics and Science Study. Although research indicates a positive relationship between student perceptions of science and their science learning, this area has not been sufficiently explored in Korea. Particularly, even though both students' perceptions of scientific practice and their understanding of the nature of science (NOS) are influenced by their science learning experiences at schools, little research examines how this perception, understanding, and experience are related to one another. This study aimed to uncover Korean students' perceptions of school scientific practice through exploring their drawings, writings, and responses to questionnaires. Participants were 500 Korean students in 3rd, 7th, and 10th grades who were asked to complete an open-ended questionnaire. The results indicated that Korean students typically viewed school scientific practices as experimental activities or listening to lecture; and that most participants held an insufficient understanding of the NOS. Overall, no significant relationship emerged between students' perceptions of school scientific practice and their understanding of the NOS. Our findings highlight the need to help both teachers and students understand the potential breadth of school scientific practices, beyond simple ‘activity mania.’ This study also suggests that teachers must balance implicit and explicit instructional approaches to teaching about the NOS through scientific practices in school science contexts.  相似文献   

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