Student Science Achievement Measure

Llosa, Lorena; Lee, Okhee; Jiang, Feng; Haas, Alison; O’Connor, Corey; Booven, Christopher D. Van; Kieffer, Michael J.

doi:10.1037/t57108-000

Cited by 2 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The empirical research base on the effectiveness of PD to directly enhance student learning and performance is mixed (Desimone & Garet, 2015;Kennedy, 2016). Several studies indicate positive effects of PD participation on student scores (e.g., Cohen & Hill, 2000;Fishman et al, 2013;Frumin et al, 2018;Llosa et al, 2016), especially if PD activities have a content focus, model teaching, and/or include active learning components (Gersten et al, 2010;Penuel et al, 2011;Roth et al, 2011;Saxe et al, 2001). However, other studies could not detect positive effects of PD participation on student achievement, even if PD activities are aligned to the highquality PD design characteristics (Garet et al, 2008(Garet et al, , 2011Jacob & McGovern, 2015).…”

Section: Importance Of Teacher Professional Development For Student Performancementioning

confidence: 99%

Identifying Levers Related to Student Performance on High-Stakes Science Exams: Examining School, Teaching, Teacher, and Professional Development Characteristics

Fischer¹,

Foster²,

McCoy³

et al. 2020

Preprint

View full text Add to dashboard Cite

Background: Many students enter into postsecondary education without the college readiness skills that allow them to face the demands of postsecondary education. Increasingly, policymakers and educational researchers are responding to calls for reforming secondary education to provide more opportunity for all students to receive high quality education and to become career and college ready. Purpose: This study attempts to identify levers to increase student performance in secondary education. In particular, it examines relationships of school, teaching, teacher, and teacher professional development characteristics with student scores on high-stakes Advanced Placement (AP) examinations in the sciences.Setting: This study is situated in the context of the large-scale, top-down, nationwide AP curriculum and examination reform in the sciences (Biology, Chemistry, Physics) in the United States. This is an unprecedented opportunity to analyze changing educational landscapes in the United States with large-scale national student-, teacher-, school-, and district-level data sets across multiple science disciplines and different stages of the curriculum reform implementation connected to a standardized and high-stakes student outcome measure.Population: This study analyzes nationwide data samples of the AP Biology, AP Chemistry, and AP Physics population during the first, second, and third year of the curriculum reform implementation. Across disciplines and years, the analytical samples include a total of 113,603 students and 6,046 teachers. Research design: This empirical quantitative study uses data from web-based surveys sent to all AP science teachers. Additionally, College Board provided student- and school-level data for all students taking AP examinations. Data preparation methods included exploratory and confirmatory factor analysis. Associations towards student achievement were analyzed through multi-level ordered logistic regression analysis separately by science discipline and year of the curriculum reform implementation. Afterwards, the results were aggregated through a meta-analysis. Findings: Student performance is not pre-determined by students’ background, leaving roughly 60% of the AP score variance potentially malleable for teacher and school-level factors. In particular, teachers’ perceived administrative support, self-efficacy, teaching experience, and elements of classroom instruction were related to student performance. Notably, teachers’ professional development participation has a small, mixed impact on student achievement. Conclusion: The identified levers for improving student achievement provide a strong rationale for the continued efforts of policy makers to improve school environments and to support science teachers to ultimately both increase student learning and help all students graduate prepared for college and ready for their future careers.

show abstract

Section: Importance Of Teacher Professional Development For Student Performancementioning

confidence: 99%

Identifying Levers Related to Student Performance on High-Stakes Science Exams: Examining School, Teaching, Teacher, and Professional Development Characteristics

Fischer¹,

Foster²,

McCoy³

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…With this increase has come growing demand for instructional programs that support the academic and language acquisition needs of ELs, the chief contributing predictor of ELs' academic success (Genesee, Lindholm-Leary, Saunders, & Christian, 2005). The challenges inherent in mastering academic content in a new language are many, and learning science in a new language can be formidable (August & Shanahan, 2006;Grabe, 2009;Llosa et al, 2016;Short & Fitzsimmons, 2007). Although many of these challenges are linguistic-comprehending and producing the language of science, challenges inherent in scientific discourse itselfthere are well-documented cultural and affective barriers, as well (Brown, 2004;Lee, 2003;Lee & Fradd, 1996;Luykx, Lee, & Edwards, 2008).…”

mentioning

confidence: 99%

“…How teachers, of both science and English as a second language (ESOL), attend to these challenges has been investigated in terms of inquiry learning (Stoddart, Pinal, Latzke, & Canaday, 2002), language register (Mohan & Slater, 2006), and language development supports (Llosa et al, 2016;Rosebery, Warren, & Conant, 1992). How educators make use of classroom technologies to support comprehension and content mastery has, as well (Ajayi, 2009;Kim, Hannafin, & Bryan, 2007;Meskill, Mossop, & Bates, 1999a;Oliveira, de Oliveira, & Meskill, 2019;Oliveira & Weinburgh, 2019;Yang & Walker, 2015).…”

mentioning

confidence: 99%

Intersections of Language, Content, and Multimodalities: Instructional Conversations in Mrs. B’s Sheltered English Biology Classroom

2019

View full text Add to dashboard Cite

The challenges inherent in mastering academic content in a new language are many. When it comes to learning science in U.S. high schools, English learners (ELs) confront these on a daily basis. In an effort to document expert language/content instructional strategies, we analyze Mrs. B's sheltered high school biology class, made up of ELs from around the world and representing varying stages of emerging bilingualism. The aim of this 2-year case study was to detail effective teaching patterns in a high-functioning multicultural science class-a class where the myriad linguistic, cultural, and affective needs of students are expertly met-and to subsequently suggest a model for understanding and undertaking powerful language and content learning supported by multimodal referents. From a rich data set comprising class recordings, interviews, reflections from Mrs. B, course documents, student work, and survey responses emerged a model of the language/content multimodal interface for teaching ELs.

show abstract

Student Science Achievement Measure

Cited by 2 publications

References 0 publications

Identifying Levers Related to Student Performance on High-Stakes Science Exams: Examining School, Teaching, Teacher, and Professional Development Characteristics

Identifying Levers Related to Student Performance on High-Stakes Science Exams: Examining School, Teaching, Teacher, and Professional Development Characteristics

Intersections of Language, Content, and Multimodalities: Instructional Conversations in Mrs. B’s Sheltered English Biology Classroom

Contact Info

Product

Resources

About