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Leading Instructional Improvement in Elementary Science: State Science Coordinators' Sense-Making about the Next Generation Science Standards
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Haverly, Christa; Lyle, Angela; Spillane, James P.; Davis, Elizabeth A.; Peurach, Donald J. – Journal of Research in Science Teaching, 2022
The Next Generation Science Standards (NGSS), a reform effort "for states, by states," advances ambitious ideals for elementary science teaching, but the fate of these ideals will depend in part on the engagement of state science coordinators (SSCs). This article explores the responses of SSCs to NGSS in a purposeful sample of 18 US…
Descriptors: Instructional Improvement, Science Instruction, Elementary School Science, Academic Standards
Supporting Linguistically Diverse Students' Science Learning with Dynamic Visualizations through Discourse-Rich Practices
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Ryoo, Kihyun; Bedell, Kristin – Journal of Research in Science Teaching, 2019
Carefully scaffolded dynamic visualizations have potential to promote science learning for all students, including English language learners (ELLs) who are often underserved in mainstream science classrooms, but little is known about how to design effective scaffolding to support such diverse students' learning with dynamic visualizations. This…
Descriptors: English Instruction, Language Arts, Science Instruction, Scaffolding (Teaching Technique)
Accelerating the Development of Formal Thinking in Middle and High School Students IV: Three Years after a Two-Year Intervention.
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Shayer, Michael; Adey, Philip S. – Journal of Research in Science Teaching, 1993
Three years after end of 2-year intervention program intended to promote formal operational thinking, achievement of students initially age 11 was tested by their results on British National examinations, taken at age 16 (experimental group n=88, control group n=103). In comparison with control classes, the effect size for science was 0.67,…
Descriptors: Academic Achievement, Developmental Stages, Educational Research, Effect Size