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Direct linkKind, Per Morten – Science Education, 2013
The paper analyzes conceptualizations in the science frameworks in three large-scale assessments, Trends in Mathematics and Science Study (TIMSS), Programme for International Student Assessment (PISA), and National Assessment of Educational Progress (NAEP). The assessments have a shared history, but have developed different conceptualizations. The…
Descriptors: Science Curriculum, Science Instruction, Standardized Tests, Student Evaluation
Santau, Alexandra O.; Maerten-Rivera, Jaime L.; Huggins, Anne Corinne – Science Education, 2011
As part of a 5-year professional development intervention aimed at improving science and literacy achievement of English language learning (ELL) students in urban elementary schools, this study examined fourth-grade students' science achievement across a 3-year (2005-2008) implementation of our professional development intervention consisting of…
Descriptors: Intervention, Achievement Gains, Second Language Learning, Teacher Workshops
Anderson, Kevin J. B. – Science Education, 2012
Assuming that quality science education plays a role in economic growth within a country, it becomes important to understand how education policy might influence science education teaching and learning. This integrative research review draws on Cooper's methodology (Cooper, 1982; Cooper & Hedges, 2009) to synthesize empirical findings on the…
Descriptors: Accountability, Educational Change, Elementary Secondary Education, Federal Programs
Judson, Eugene – Science Education, 2010
The No Child Left Behind (NCLB) Act requires states to measure the adequate yearly progress (AYP) of each public school and local educational agency (LEA) and to hold schools and LEAs accountable for failing to make AYP. Although it is required that science be assessed in at least three grades, the achievement results from science examinations are…
Descriptors: Federal Legislation, Science Achievement, Educational Improvement, Federal Programs
Peer reviewedYager, Robert E.; Penick, John E. – Science Education, 1984
Affective item findings from two national assessments (N=2500 for 1977 assessment; N=2000 for 1983 assessment) are reported and compared. Areas examined include attitudes toward teaching procedures, action of science teachers, current science teacher, and science class. Lists of characteristics of exemplary programs and behaviors of exemplary…
Descriptors: Elementary School Science, Elementary Secondary Education, Science Education, Science Instruction
