Middle School Science Curriculum Design and 8th Grade Student Achievement in Massachusetts Public Schools

Autor/in	Clifford, Betsey A.
Titel	Middle School Science Curriculum Design and 8th Grade Student Achievement in Massachusetts Public Schools
Quelle	(2016), (93 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3394-6983-6
Schlagwörter	Hochschulschrift; Dissertation; Middle Schools; Science Curriculum; Curriculum Design; Instructional Design; Science Instruction; Science Education; Grade 8; Public Schools; Middle School Students; Academic Achievement; Integrated Curriculum; Academic Standards; Middle School Teachers; Teaching Methods; Grouping (Instructional Purposes); School Districts; Science Tests; Statistical Analysis; Sample Size; Elementary Secondary Education; Data Collection; Data Analysis; Massachusetts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Mittelschule; Mittelstufenschule; Lehrplangestaltung; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; School year 08; 8. Schuljahr; Schuljahr 08; Public school; Öffentliche Schule; Middle schools; Student; Students; Schüler; Schülerin; Schulleistung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Grouping; Gruppenbildung; School district; Schulbezirk; Statistische Analyse; Data capture; Datensammlung; Auswertung; Master-Studiengang
Abstract	The Massachusetts Department of Elementary and Secondary Education (DESE) released proposed Science and Technology/Engineering standards in 2013 outlining the concepts that should be taught at each grade level. Previously, standards were in grade spans and each district determined the method of implementation. There are two different methods used teaching middle school science: integrated and discipline-based. In the proposed standards, the Massachusetts DESE uses grade-by-grade standards using an integrated approach. It was not known if there is a statistically significant difference in student achievement on the 8th grade science MCAS assessment for students taught with an integrated or discipline-based approach. The results on the 8th grade science MCAS test from six public school districts from 2010-2013 were collected and analyzed. The methodology used was quantitative. Results of an ANOVA showed that there was no statistically significant difference in overall student achievement between the two curriculum models. Furthermore, there was no statistically significant difference for the various domains: Earth and Space Science, Life Science, Physical Science, and Technology/Engineering. This information is useful for districts hesitant to make the change from a discipline-based approach to an integrated approach. More research should be conducted on this topic with a larger sample size to better support the results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01