Understanding Science Teaching Effectiveness: Examining How Science-Specific and Generic Instructional Practices Relate to Student Achievement in Secondary Science Classrooms

Autor/inn/en	Mikeska, Jamie N.; Shattuck, Tamara; Holtzman, Steven; McCaffrey, Daniel F.; Duchesneau, Nancy; Qi, Yi; Stickler, Leslie
Titel	Understanding Science Teaching Effectiveness: Examining How Science-Specific and Generic Instructional Practices Relate to Student Achievement in Secondary Science Classrooms
Quelle	In: International Journal of Science Education, 39 (2017) 18, S.2594-2623 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mikeska, Jamie N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1390796
Schlagwörter	Science Education; Secondary School Science; Science Instruction; Science Teachers; Teacher Effectiveness; Educational Practices; Secondary School Students; Science Achievement; Value Added Models; Biology; Regression (Statistics); Predictor Variables; Secondary School Teachers; Classroom Techniques; Student Centered Learning; Outcomes of Education; Statistical Analysis + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungspraxis; Sekundarschüler; Biologie; Regression; Regressionsanalyse; Prädiktor; Klassenführung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lernleistung; Schulerfolg; Statistische Analyse
Abstract	In order to create conditions for students' meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students' scientific literacy. Better understanding how science teachers' instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students' science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers' value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers' instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01