This study used a cluster randomized controlled trial to investigate the effectiveness of two approaches to increasing middle school students' science learning when using an inquiry-based science curriculum. Eighty-nine schools, with 253 teachers and 20,591 students, were randomly assigned into one of three conditions: (a) a treatment condition in…

Higher education institutions commonly provide faculty professional development (PD) in teaching and learning, with the goal of enhancing student outcomes by improving instructional quality. Yet few existing studies link PD participation with student outcome measures. Empirical evidence on the impact of PD on student performance in higher…

Recent calls for reform in K-12 science education and the National Academy of Engineering's Grand Challenges for Engineering in the 21st Century emphasize improving science teaching, students' engagement, and learning. In this study, we designed and implemented a curriculum unit for sixth-grade students (i = 1305). The curriculum unit integrated…

Developing understanding of models and proficiency with modeling practice is challenging for both teachers and students. This 2-year study first investigated existing instructional strategies employed by teachers while teaching Earth and Space Science with dynamic physical models. Summer professional development introduced a conceptual framework,…

The first three years of science teachers' careers is an especially formative period, yet there remains only a limited literature base to support teacher educators who work with this population. Teachers in the induction phase benefit from professional development experiences that support them as they continue to learn about teaching by analyzing…

Teacher knowledge of science content is an important but under-studied construct. A curricular and professional development intervention consisting of a fifth grade science curriculum, teacher workshops, and school site support was studied to determine its effect on teachers' science content knowledge as measured by a science knowledge test,…

The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis-of-practice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two "lenses," a Science Content Storyline Lens and a Student Thinking Lens, to help teachers analyze science…

This study examined the effect of a quasi-experimental project on fifth grade English learners' achievement in state-mandated standards-based science and English reading assessment. A total of 166 treatment students and 80 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted…

In order to compete in a global economy, students are going to need resources and curricula focusing on critical thinking and reasoning in science. Despite awareness for the need for complex reasoning, American students perform poorly relative to peers on international standardized tests measuring complex thinking in science. Research focusing on…

This study examined the effect of fidelity of implementation (FOI) on the science achievement gains of third grade students broadly and students with limited literacy in English specifically. The study was conducted in the context of a professional development intervention with elementary school teachers to promote science achievement of ELL…

This longitudinal study of middle school science teachers explored the relationship, if any, between teacher participation in whole-school, sustained, collaborative professional development and student achievement in science. Eleven teachers from Glendale Middle School participated in the Discovery Model Schools Initiative 2-week summer institute,…

Provides evidence to support the conclusion that relationships exist among Piagetian levels of intellectual development, intelligence quotient, content achievement, and inquiry skills in ninth and tenth grade biology students (N=92). (DS)

This study compared the relationships of self-efficacy and reasoning ability to achievement in introductory college biology. Based on the hypothesis that developing formal and postformal reasoning ability is a primary factor influencing self-efficacy, a significant positive correlation was predicted between reasoning ability and degree of…

This study is part of a 5-year professional development intervention aimed at improving science and literacy achievement of English language learners (or ELL students) in urban elementary schools within an environment increasingly driven by high-stakes testing and accountability. Specifically, the study examined science achievement at the end of…

Investigates the effect of instruction to improve the reasoning skills of undergraduates majoring in education. Results indicate the lack of proficiency in formal reasoning by undergraduate education majors in the areas of proportional, probabilistic, and correlational reasoning. Also indicates that deficiencies in reasoning ability in these areas…