An Examination of Effective Practice: Moving Toward Elimination of Achievement Gaps in Science |
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| Authors: | Carla C Johnson |
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| Institution: | (1) University of Cincinnati, PO Box 210022, Cincinnati, OH 45221, USA |
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| Abstract: | This longitudinal study of middle school science teachers explored the relationship between effective science instruction,
as defined by the National Science Education Standards (NRC in National science education standards. National Academy Press,
Washington, DC, 1996), and student achievement in science. Eleven teachers participated in a three year study of teacher effectiveness, determined
by the LSC Classroom Observation Protocol (Horizon Research, Inc. in Local Systemic Change Classroom Observation Protocol.
May 1, 2002) and student achievement, which was assessed using the Discovery Inquiry Test in Science. Findings in this study revealed the positive impact that effective science teachers have on student
learning, eliminating achievement gaps between White and Non-White students. Case studies of three teachers, both effective
and ineffective explore the beliefs and experiences that influence teachers to change, or not to change practice. This study
provides justification for teaching science effectively to narrow achievement gaps in science and provides insight to stakeholders
in science education as to how to support teachers in becoming more effective, through addressing existing teacher beliefs
and providing experiences that challenge those beliefs. |
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| Keywords: | Effective science teaching Middle school Teacher change |
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