ERIC Number: ED556336
Record Type: Non-Journal
Publication Date: 2015
Pages: 34
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
An Efficacy Trial of Research-Based Curriculum Materials with Curriculum-Based Professional Development
Taylor, Joseph A.; Getty, Stephen R.; Kowalski, Susan M.; Wilson, Christopher D.; Carlson, Janet; Van Scotter, Pamela
Grantee Submission
This study examined the efficacy of a curriculum-based intervention for high school science students. Specifically, the intervention was two years of research-based, multidisciplinary curriculum materials for science supported by comprehensive professional development for teachers that focused on those materials. A modest positive effect was detected when comparing outcomes from this intervention to those of business-as-usual materials and professional development. However, this effect was typical for interventions at this grade span that are tested using a state achievement test. Tests of mediation suggest a large treatment effect on teachers and in turn a strong effect of teacher practice on student achievement--reinforcing the hypothesized key role of teacher practice. Tests of moderation indicate no significant treatment by demographic interactions. [At time of submission to ERIC this article was in press with the "American Educational Research Journal."]
Descriptors: Intervention, High School Students, Secondary School Curriculum, Secondary School Science, Interdisciplinary Approach, Instructional Materials, Faculty Development, Inquiry, Curriculum Research, Constructivism (Learning), Control Groups, Experimental Groups, Relevance (Education), Academic Achievement, Instructional Material Evaluation, Educational Practices, Student Characteristics, Pretests Posttests, Outcome Measures, Likert Scales, Classroom Observation Techniques, Science Achievement
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Washington
IES Funded: Yes
Grant or Contract Numbers: R305K060142