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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ597932
Record Type: CIJE
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
Estimating the Impact of Instructional Practices on Student Achievement in Science.
Von Secker, Clare E.; Lissitz, Robert W.
Journal of Research in Science Teaching, v36 n10 p1110-26 Dec 1999
Describes a study of the effects of instructional practices recommended by the National Science Education Standards on individual achievement. Finds that whereas the instructional policies suggested in the Standards may be associated with higher achievement overall, they are equally likely to have the unintended consequence of contributing to greater achievement gaps among students with different demographic profiles. (Contains 64 references.) (Author/WRM)
Descriptors: Critical Thinking, Educational Change, Educational Policy, Elementary Secondary Education, Inquiry, Minority Groups, Science Achievement, Science Education, Sex Differences, Sociocultural Patterns, Student Centered Curriculum, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: National Science Education Standards