A Longitudinal Study of Student Outcomes and Teacher Characteristics in Exemplary Middle and Junior High Science Programs. A "Research Partnerships" Project.

Autor/in	Brunkhorst, Bonnie J.
Titel	A Longitudinal Study of Student Outcomes and Teacher Characteristics in Exemplary Middle and Junior High Science Programs. A "Research Partnerships" Project.
Quelle	(1989), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Classroom Research; Demonstration Programs; Educational Research; Excellence in Education; Junior High Schools; Longitudinal Studies; Middle Schools; Outcomes of Education; Program Effectiveness; School Effectiveness; Science Education; Science Programs; Secondary Education; Secondary School Science; Success; Teacher Characteristics + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Lernerfolg; Sekundarstufe I; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Mittelschule; Mittelstufenschule; Lernleistung; Schulerfolg; Schuleffizienz; Naturwissenschaftliche Bildung; Sekundarbereich; Erfolg
Abstract	Recent efforts of the National Association for Research in Science Teaching (NARST) and the National Science Teachers Association (NSTA) have encouraged research between university researchers and classroom science teachers. In 1987 a longitudinal teacher research partners study was begun by the Middle and Junior High Division of NSTA and The University of Iowa. The second year of the study was funded by California State University, San Bernardino. This study examines characteristics of key teachers in exemplary middle/junior high science programs and student learning outcomes. The results have shown that in exemplary middle/junior high science programs: (1) teachers are highly professional; (2) students can learn both high levels of science knowledge and positive attitudes toward science; (3) students score higher on some items and lower on some items on the applications and connections questionnaire than those in the national sample; and (4) gender differences in science learning begin to appear. Following an abstract and introduction, the paper outlines the purpose of the study, describes the design, procedures, and results, and provides conclusions and recommendations. Also included are tables showing variables evaluated in the study, teacher classroom instructional practice characteristics, techniques used, ability composition of classes, student perceptions about science classes, and applications and connections responses. (RT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01