The Impact of Speedometry on Student Knowledge, Interest, and Emotions

Autor/inn/en	Polikoff, Morgan; Le, Q. Tien; Danielson, Robert W.; Sinatra, Gale M.; Marsh, Julie A.
Titel	The Impact of Speedometry on Student Knowledge, Interest, and Emotions
Quelle	In: Journal of Research on Educational Effectiveness, 11 (2018) 2, S.217-239 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2017.1390025
Schlagwörter	Knowledge Level; Student Interests; Affective Behavior; STEM Education; Curriculum Development; Curriculum Evaluation; Randomized Controlled Trials; Toys; Motor Vehicles; Scientific Concepts; Mathematical Concepts; Grade 4; Control Groups; Experimental Groups; Teacher Characteristics; Student Characteristics; Fidelity; Gender Differences; English Language Learners; Special Education; Eligibility; Student Surveys; Teacher Surveys; Focus Groups; Achievement Tests; Case Records; Observation; Semi Structured Interviews; Statistical Analysis; Qualitative Research; Intervention; California + Suchen Sie Ihr Suchwort? Wissensbasis; Studieninteresse; Affective disturbance; Active behaviour; Affektive Störung; STEM; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Toy; Spielzeug; Motor vehicle; Kraftwagen; School year 04; 4. Schuljahr; Schuljahr 04; Geschlechterkonflikt; Special needs education; Sonderpädagogik; Sonderschulwesen; Eignung; Schülerbefragung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Case reports; Fallsammlung; Beobachtung; Statistische Analyse; Qualitative Forschung; Kalifornien
Abstract	Given the dearth of high-quality curriculum materials aligned with the new standards (NGSS and CCSS) and low student persistence in STEM fields, we sought to develop and test a STEM curriculum that would improve student knowledge, interest, and emotions. A cluster randomized control trial was conducted to assess the impact of Speedometry, a two-unit STEM curriculum that uses familiar toy cars to explore math and science concepts. A total of 1,615 fourth-grade students across 48 classrooms and 17 schools in an urban district participated in the study. Using a 3-level multilevel model (students nested within teachers and schools) and controls for student and teacher characteristics, we found that Speedometry led to significant increases in student knowledge and positive emotions such as excitement. Speedometry also led to significant decreases in negative emotions such as boredom, frustration, and confusion. The curriculum was implemented with high fidelity as evidenced by classroom observations and teacher self-reports. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01