A Mixed Methods Comparison of Teachers' Lunar Modeling Lesson Implementation and Student Learning Outcomes

Autor/inn/en	Lamar, Mary F.; Wilhelm, Jennifer Anne; Cole, Merryn
Titel	A Mixed Methods Comparison of Teachers' Lunar Modeling Lesson Implementation and Student Learning Outcomes
Quelle	In: Journal of Educational Research, 111 (2018) 1, S.108-123 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2016.1220356
Schlagwörter	Astronomy; Science Instruction; Outcomes of Education; Mixed Methods Research; Comparative Analysis; Educational Practices; Inquiry; Communities of Practice; Fidelity; Pretests Posttests; Middle School Teachers; Middle School Students; Grade 6; Science Achievement; Classroom Environment; Teaching Methods; Evidence; Learner Engagement; Classroom Communication; Curriculum Implementation; Observation + Suchen Sie Ihr Suchwort? Astronomie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernleistung; Schulerfolg; Bildungspraxis; Community; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Evidenz; Klassengespräch; Beobachtung
Abstract	The authors compare three teachers' adaptations and implementation of a lunar modeling lesson to explain marked differences in student learning outcomes on a spatial-scientific lunar assessment. They used a modified version of the Practices of Science Observation Protocol (P-SOP; Forbes, Biggers, & Zangori, 2013) to identify ways in which features of inquiry were emphasized in each classroom. Additionally, classroom communities of practice were categorized as task-based or practice-based (Riel & Polin, 2004). The authors found that student learning outcomes were related to the fidelity with which the teachers implemented the lesson. Teachers with higher P-SOP scores fostered more of a practice-based learning community than task-based one, which also paralleled greater student learning gains. Although the students' scores did not differ by teacher on the preassessment, they did differ significantly on the postassessment, indicating that the curricular choices and learning communities developed by the teachers impacted what students were able to learn. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01