Literaturnachweis - Detailanzeige
| Autor/inn/en | Solomon, Alan; Rachild, Bruce |
|---|---|
| Titel | Elementary Science-Magnet School Student Attitudes toward Science as Measured by Selected National Assessment of Educational Progress Items and Achievement in Science: A Replication and Extension. |
| Quelle | (1990), (38 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Comparative Analysis; Elementary School Science; Elementary School Students; Grade 4; Grade 5; Intermediate Grades; Magnet Schools; Sex Differences; Student Attitudes; National Assessment of Educational Progress |
| Abstract | Attitudes toward science of magnet school students were compared with those of their counterparts in two regular schools. This study attempted to replicate the findings of a 1988 study by A. Solomon and J. Wroblewski involving the same magnet school, the John Moffett Neighborhood Elementary Science Magnet School located in North Philadelphia (Pennsylvania). (That study found that magnet school students expressed more favorable attitudes toward science than their comparison school counterparts, and that these attitudes continued through gender, ethnicity, and grade level). In the later study, participants consisted of: 124 fourth- and fifth-graders attending the John Moffett Neighborhood Elementary Science Magnet School; 85 fourth- and fifth-graders from the regular school that participated in the earlier study; and 169 fourth- and fifth-graders from a regular school that was not involved in the earlier study. The same set of attitudinal items that was used in the previous investigation was used in this study, as well as results from the school district's citywide testing program. Investigations focused on general attitudes toward science, gender, and grade level. Results indicate that: (1) magnet school students were no more likely to select science as their first or second favorite subject than were their counterparts in the regular elementary schools; (2) grade, overall, was not a significant factor but it did emerge as significant in the magnet school and one of the comparison schools; (3) gender was not significant in the analysis reported here; and (4) differences in achievement were slight in each of the comparisons. Designation of the school as a magnet school did have some bearing on desegregation. In general, findings of the study conflicted with those of the 1988 study. No firm judgment about the effects of magnet schools on attitudes or achievement could be made. (TJH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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