Assessing the Impact of "Newton's Universe:" Preliminary Findings Associated with Rural Middle School Students' and Teachers' Outcomes Linked to Inquiry-Based Physical Science

Autor/inn/en	Cunningham, Jessica D.; Bradley, Kelly D.; Osborn, Jeffrey
Titel	Assessing the Impact of "Newton's Universe:" Preliminary Findings Associated with Rural Middle School Students' and Teachers' Outcomes Linked to Inquiry-Based Physical Science
Quelle	In: ERS Spectrum, 26 (2008) 1, S.39-44 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0740-7874
Schlagwörter	Teacher Effectiveness; Distance Education; Physical Sciences; Rural Schools; Middle School Students; Academic Achievement; Mathematics Education; Science Education; Rural Areas; Teacher Education; Professional Development; Outcomes of Education; Higher Education; Elementary Secondary Education; Kentucky + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Distance study; Distance learning; Fernunterricht; Natural sciences; Naturwissenschaften; Naturwissenschaft; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Mathematische Bildung; Naturwissenschaftliche Bildung; Lehrerausbildung; Lehrerbildung; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	To overcome barriers faced by rural educators, a research team at the University of Kentucky has combined a model of distance learning with a hands-on, inquiry approach to the instruction of middle school-level physical science. The project, entitled "Newton's Universe," measures teachers' and students' outcomes through surveys, assessments, and classroom observations. Preliminary results indicate progress in improving teacher efficacy in teaching inquiry-based temperature and heat concepts as well as increased teacher conceptual understanding of topics covered in the course. The study offers guidance to other distance education programs, and the results inform policy regarding the efficacy and sustainability of distance learning modules. Findings will be used to expand dissemination efforts. (Contains 3 tables.) (As Provided).
Anmerkungen	Educational Research Service. 1001 North Fairfax Street Suite 500, Alexandria, VA 22314. Tel: 800-791-9308; Fax: 800-791-9309; e-mail: ers@ers.org; Web site: http://www.ers.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10