Literaturnachweis - Detailanzeige
| Autor/inn/en | McSparrin-Gallagher, Brenda; Tang, Yun; Niemeier, Brian; Zoblotsky, Todd |
|---|---|
| Institution | University of Memphis, Center for Research in Educational Policy (CREP) |
| Titel | The LASER Model: A Systematic and Sustainable Approach for Achieving High Standards in Science Education. Summative Report Section 3: PASS Assessments Multiple Choice |
| Quelle | (2015), (43 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Quantitative Daten; Multiple Choice Tests; Science Tests; Elementary School Students; Middle School Students; Science Achievement; Students with Disabilities; English Language Learners; Low Income Students; Gender Differences; Scores; North Carolina; New Mexico; Texas (Houston) |
| Abstract | In August 2010, the Smithsonian Science Education Center (SSEC) received a grant of more than $25 million from the U.S. Department of Education's Investing in Innovation (i3) program for a five-year study to validate its Leadership Assistance for Science Education Reform (LASER) model in three very diverse regions of the United States: rural North Carolina, northern New Mexico, and the Houston Independent School District (HISD). There were a total of 29 multiple choice questions on both the Fall 2011 and Spring 2014 forms of the PASS (PASS-MC) addressing five broad science content standard categories for the elementary cohort and six broad science content standard categories for the middle school cohort. Only students who answered at least one multiple choice achievement question at both time points were included in the analyses for each respective area of analysis. Results for All Regions combined are presented first, followed by the outcomes for the Houston Independent School District (HISD), the New Mexico region, and the North Carolina region. A summary of the Key Findings for each set of analyses is presented at the beginning of each report, followed by information on the samples included, baseline equivalence between the Phase 1 and Phase 2 groups, and the detailed outcomes by grade level (i.e., elementary cohort and middle school cohort) and subgroup. (ERIC). |
| Anmerkungen | Center for Research in Educational Policy (CREP). University of Memphis, Newport Hall #201, 610 Goodman Street, Memphis, TN 38152. Tel: 866-670-6147; Tel: 901-678-2310; e-mail: CREP@memphis.edu; Web site: https://www.memphis.edu/crep/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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