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Science Instructional Time Is Declining in Elementary Schools: What Are the Implications for Student Achievement and Closing the Gap?
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Blank, Rolf K. – Science Education, 2013
Recent comparative data on high school graduates show that many American students are not well prepared in fields of science, technology, engineering, and mathematics and that there is a persistent achievement gap according to the socioeconomic backgrounds of students. The research for this paper focuses on the role of elementary education in…
Descriptors: Elementary School Science, Science Instruction, Time Factors (Learning), Correlation
Is Inquiry Possible in Light of Accountability?: A Quantitative Comparison of the Relative Effectiveness of Guided Inquiry and Verification Laboratory Instruction
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Blanchard, Margaret R.; Southerland, Sherry A.; Osborne, Jason W.; Sampson, Victor D.; Annetta, Leonard A.; Granger, Ellen M. – Science Education, 2010
In this quantitative study, we compare the efficacy of Level 2, guided inquiry-based instruction to more traditional, verification laboratory instruction in supporting student performance on a standardized measure of knowledge of content, procedure, and nature of science. Our sample included 1,700 students placed in the classrooms of 12 middle…
Descriptors: Secondary School Science, Science Teachers, Teaching Methods, Comparative Analysis
Science Education as a Contributor to Adequate Yearly Progress and Accountability Programs
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Judson, Eugene – Science Education, 2010
The No Child Left Behind (NCLB) Act requires states to measure the adequate yearly progress (AYP) of each public school and local educational agency (LEA) and to hold schools and LEAs accountable for failing to make AYP. Although it is required that science be assessed in at least three grades, the achievement results from science examinations are…
Descriptors: Federal Legislation, Science Achievement, Educational Improvement, Federal Programs
Effective Teaching Results in Increased Science Achievement for All Students
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Johnson, Carla C.; Kahle, Jane Butler; Fargo, Jamison D. – Science Education, 2007
This study of teacher effectiveness and student achievement in science demonstrated that effective teachers positively impact student learning. A general linear mixed model was used to assess change in student scores on the Discovery Inquiry Test as a function of time, race, teacher effectiveness, gender, and impact of teacher effectiveness in…
Descriptors: Teacher Effectiveness, Science Achievement, Academic Achievement, Instructional Effectiveness