An Investigation of Teacher Impact on Student Inquiry Science Performance Using a Hierarchical Linear Model

Autor/inn/en	Liu, Ou Lydia; Lee, Hee-Sun; Linn, Marcia C.
Titel	An Investigation of Teacher Impact on Student Inquiry Science Performance Using a Hierarchical Linear Model
Quelle	In: Journal of Research in Science Teaching, 47 (2010) 7, S.807-819 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20372
Schlagwörter	Knowledge Level; Teaching Methods; Predictor Variables; Educational Strategies; Intermode Differences; Classroom Techniques; Instructional Effectiveness; Science Instruction; Causal Models; Inquiry; Professional Development; Student Evaluation; Scoring Rubrics; Achievement Gains; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Prädiktor; Lehrstrategie; Klassenführung; Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kausalanalyse; Schulnote; Studentische Bewertung; Scoring formulas; Auswertungsbogen; Achievement gain; Leistungssteigerung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung
Abstract	Teachers play a central role in inquiry science classrooms. In this study, we investigate how seven teacher variables (i.e., gender, experience, perceived importance of inquiry and traditional teaching, workshop attendance, partner teacher, use of technology) affect student knowledge integration understanding of science topics drawing on previous research. Using a two-level hierarchical linear model, we analyze year-end knowledge integration performance of 4,513 students taught by 40 teachers across five states. Results indicate that students of teachers who value inquiry teaching strategies have significantly higher levels of knowledge integration understanding than those of teachers who believe in traditional teaching methods. In addition, workshop attendance and having a partner teacher teaching the same unit in the same school also have a positive impact on students' knowledge integration levels. The results underscore the importance of professional development and collegial support in enhancing student success in inquiry science. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10