ERIC Number: EJ816591
Record Type: Journal
Publication Date: 2008
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0740-7874
EISSN: N/A
Assessing the Impact of "Newton's Universe:" Preliminary Findings Associated with Rural Middle School Students' and Teachers' Outcomes Linked to Inquiry-Based Physical Science
Cunningham, Jessica D.; Bradley, Kelly D.; Osborn, Jeffrey
ERS Spectrum, v26 n1 p39-44 Win 2008
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.)
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky
Grant or Contract Numbers: N/A