Comparative Effectiveness of Scott Foresman Science: A Report of a Randomized Experiment in Visalia Unified School District. Research Report

Autor/inn/en	Miller, Gloria I.; Jaciw, Andrew; Vu, Minh-Thien
Institution	Empirical Education Inc.
Titel	Comparative Effectiveness of Scott Foresman Science: A Report of a Randomized Experiment in Visalia Unified School District. Research Report
Quelle	(2007), (44 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Control Groups; Educational Change; Educational Research; Elementary School Science; Federal Legislation; Grade 3; Grade 4; Grade 5; Hands on Science; Inquiry; Investigations; Outcome Measures; Program Effectiveness; Public Schools; Reading Achievement; School Districts; Science Achievement; Science Instruction; Science Process Skills; Science Programs; Teaching Methods; California + Suchen Sie Ihr Suchwort? Bildungsreform; Bildungsforschung; Pädagogische Forschung; Bundesrecht; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Untersuchung; Public school; Öffentliche Schule; Leseleistung; School district; Schulbezirk; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kalifornien
Abstract	This research project consists of a randomized experiment in Visalia Unified School District. The question being addressed by the research is whether "Scott Foresman Science" is as effective as or more effective than the curriculum being used at each site. Since Scott Foresman Science provides a significant reading component, the authors also determined the amount of reading improvement that can be accounted for the science program. The outcomes were measured by student achievement on standardized tests administered at the beginning and end of the project. Two test areas were selected as the outcome measures: Science Concepts and Processes, and Reading Achievement. The research focuses on 3rd, 4th, and 5th grade students. The overall comparison between Scott Foresman Science ("SFScience") and the program used in the control classroom was just the first step in the investigation. The authors also aimed to understand how the product was implemented and other ways that science instruction differed between the two groups. In addition, they sought to understand how characteristics of the students and of the teachers may have moderated the impact, that is, whether "SFScience" was more effective with students or teachers with differing abilities or experience. Finally, they explored the extent to which the groups differed in amount of time devoted to science or specifically to inquiry and whether those differences may help to explain the results. The design of the experiment reflects the requirements of the No Child Left Behind Act, which directs schools to consult reports of rigorous research in making adoption decisions about instructional programs. The study was designed to provide useful information to support local decisions that take into account the specifics of district characteristics and their implementation of the program. This report provides a rich description of the conditions of implementation in order to assist the district in strengthening its program and to provide the reader with an understanding of the context for the findings. (Contains 35 tables, 8 figures and 7 footnotes.) (ERIC).
Anmerkungen	Empirical Education Inc. 425 Sherman Avenue Suite 210, Palo Alto, CA 94306. Tel: 650-328-1734; Fax: 650-328-1794; e-mail: contact@empiricaleducation.com; Web site: http://www.empiricaleducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10