Literaturnachweis - Detailanzeige
Autor/inn/en | Lamar, Mary F.; Wilhelm, Jennifer Anne; Cole, Merryn |
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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 |
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 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). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |