The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement

Autor/inn/en	Pruitt, Stephen L.; Wallace, Carolyn S.
Titel	The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement
Quelle	In: Journal of Science Teacher Education, 23 (2012) 4, S.367-385 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-012-9280-5
Schlagwörter	Achievement Gap; Mentors; Intervention; Science Achievement; Economically Disadvantaged; Graduation; Academic Achievement; Exit Examinations; Measures (Individuals); Program Effectiveness; Comparative Analysis; Inquiry; Science Teachers; Teacher Education; High Schools; Secondary School Science + Suchen Sie Ihr Suchwort? Abschluss; Graduierung; Schulleistung; Final examination; Abschlussprüfung; Messdaten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; High school; Oberschule
Abstract	This study investigated the effectiveness of a southern state's department of education program to improve science achievement through embedded professional development of science teachers in the lowest performing schools. The Science Mentor Program provided content and inquiry-based coaching by teacher leaders to science teachers in their own classrooms. The study analyzed the mean scale scores for the science portion of the state's high school graduation test for the years 2004 through 2007 to determine whether schools receiving the intervention scored significantly higher than comparison schools receiving no intervention. The results showed that all schools achieved significant improvement of scale scores between 2004 and 2007, but there were no significant performance differences between intervention and comparison schools, nor were there any significant differences between various subgroups in intervention and comparison schools. However, one subgroup, economically disadvantaged (ED) students, from high-level intervention schools closed the achievement gap with ED students from no-intervention schools across the period of the study. The study provides important information to guide future research on and design of large-scale professional development programs to foster inquiry-based science. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10