Examining the effects of a highly rated science curriculum unit on diverse students: Results from a planning grant
Abstract
This article reports on the results of a planning grant studying the effects of a highly rated curriculum unit on a diverse student population. The treatment was introduced to 1500 eighth grade students in five middle schools selected for their ethnic, linguistic, and socioeconomic diversity. Students were given pre-, post-, and delayed posttests on a Conservation of Matter Assessment and measures of motivation and engagement. This quasi-experiment found statistically significant posttest results for achievement, basic learning engagement, and goal orientation. Analyses of disaggregated data showed that subgroups of students in the treatment condition outscored their comparison group peers (n = 1500) in achievement in all cases, except for students currently enrolled in ESOL. Analysis of video data of a diverse group of four students as the unit was enacted suggests that students entered a learning environment that permitted them to function in different, but consistent ways over time; that is, the frequency of students' manipulation of objects showed a different pattern of engagement for each of the four students compared with patterns of verbal responses such as the use of scientific terms. The results of this planning grant paved the way for a large study of the scale-up of highly rated curriculum units. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 912–946, 2005
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When the nature of the reform allows for the implementation of specified and well-developed curricula to support other aspects of the reform effort, larger effect sizes have been achieved (Borman et al., 2002; Lynch et al., 2005; Ross et al., 2001).
“When the nature of the reform allows for the implementation of specified and well-developed curricula to support other aspects of the reform effort, larger effect sizes have been achieved (Borman et al., 2002; Lynch et al., 2005, Ross et al., 2001).”
From Standardized test outcomes for students engaged in inquiry‐based science curricula in the context of urban reform (2008) · cites this paper as Lynch et al., 2005
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References 67 · Cited by 150
- Authors
- Lynch, S., Kuipers, J., Pyke, C., & Szesze, M.
- Affiliations
- George Washington University (US)
- Montgomery County Public Schools (US)
- Corresponding author
- Lynch, Sharon
- ORCID
- Lynch, Sharon
- Venue
- Journal of Research in Science Teaching
- Publisher
- Wiley
- Published
- 2005
- Volume
- 42
- Issue
- 8
- Pages
- 912-946
- ISSN
- 0022-4308 (ISSN-L)
- 1098-2736
- OpenAlex
- W2053518581
- Cited by
- 150
- References
- 67
- Citations by year
- 2024: 3 · 2023: 5 · 2022: 4 · 2021: 6 · 2020: 6 · 2019: 4 · 2018: 10 · 2017: 7 · 2016: 10 · 2015: 14 · 2014: 16 · 2013: 13 · 2012: 10
- FWCI
- 22.19
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Research in Science Teaching (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Educational Methods and Outcomes
- Social Sciences › Education › Science and Education Research
- Keywords
- diverse students, 8th grade science, junior high school students, conservation of matter, academic performance, student engagement, goal orientation, ESL learners, ethnic and linguistic diversity, socioeconomic diversity
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