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Pub Date: |
2007-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Program Effectiveness; Science Teachers; Professional Development; Secondary School Teachers; Science Instruction; Summer Science Programs; Teacher Effectiveness; Inservice Teacher Education; Program Evaluation
Abstract:
National science assessments and international comparisons indicate that science achievement in the United States is stagnant or declining. Of the many steps needed to improve U.S. science education, the authors write, none is more important than improving teacher training and preparation. Analyses of scores on the National Assessment of Educational Progress in science indicate that students score higher when their teachers have had substantial professional development in laboratory skills, hands-on learning, instructional technology, and assessment. The article describes a professional development program focused on these skills--Columbia University's Summer Research Program for Secondary School Science Teachers. The program gives participating teachers real-world laboratory experience and extensive support in taking their expertise back to their classrooms. Evaluations of the program and of another summer program sponsored by the Alabama Department of Education show that such professional development experiences can raise student achievement.
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Author(s): |
Wenglinsky, Harold |
Source: |
Education Policy Analysis Archives, v14 n17 p1-8 Jul 2006 |
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Pub Date: |
2006-07-01 |
Pub Type(s): |
Journal Articles; Opinion Papers |
Peer Reviewed: |
Yes |
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Descriptors:
Federal Legislation; Research Methodology; Inferences; Statistical Analysis; Equal Education; Mathematics Achievement; Mathematics Instruction
Abstract:
The purpose of this article is to comment on the prior article entitled "Examining Instruction, Achievement and Equity with NAEP mathematics data," by Sarah Theule Lubienski. That article claims that a prior article by the author suffered from three weaknesses: (1) An attempt to justify No Child Left Behind (NCLB); (2) drawing causal inferences from cross-sectional data; (3) and various statistical quibbles. The author responds to the first claim, by indicating that any mention of NCLB was intended purely to make the article relevant to a policy journal; to the second claim, by noting his own reservations about using cross-sectional data to draw causal inferences; and to the third claim by noting potential issues of quantitative methodology in the Lubienski article. He concludes that studies that use advanced statistical methods are often so opaque as to be difficult to compare, and suggests some advantages to the quantitative transparency that comes from the findings of randomly controlled field trials.
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Author(s): |
Wenglinsky, Harold |
Source: |
Educational Leadership, v63 n4 p29-32 Dec 2005-Jan 2006 |
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Pub Date: |
2006-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Educational Technology; Academic Achievement; Questionnaires; Computer Uses in Education; Grade 12; United States History; Word Processing; Computer Mediated Communication; High Schools; Computer Literacy; Scores; Access to Computers; Correlation
Abstract:
Although instructional technology has made large gains in the last 15 years in terms of the quantity and quality of computers available in schools, major questions remain about the effects of all this technology on student achievement. The author has conducted a series of studies to address these questions. By analyzing test score and questionnaire data from the National Assessment of Educational Progress (NAEP), he draws conclusions about the relationship between achievement and various instructional practices, including computer access and use. The analysis in this article focuses on 12th graders' achievement on the NAEP in U.S. history. The author finds that students who make more frequent use of computers for generic academic tasks--word processing, art projects, creating charts, tables, and graphs, and communicating through e-mail and chat groups--had higher achievement in history. He concludes that high schools will get the biggest boost to student achievement by ensuring that students have the basic technology skills they need to apply technology flexibly to learning tasks in their content-area courses. (Contains 1 figure.)
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Pub Date: |
2004-04-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Vocational Schools; Proprietary Schools; Community Colleges; Postsecondary Education; Citizen Participation; Higher Education; Longitudinal Studies; Educational Policy; Decision Making; Surveys
Abstract:
Theorists such as Gumport (2000) suggest that different conceptions of higher education may have important consequences for students and society. We explore this possibility by considering a specific research question: Do students who attend for-profit post-secondary schools show lower levels of civic engagement than students who attend non-profit community colleges, either at the beginning of their study or two years later? Using longitudinal data from the U.S. National Center for Education Statistics (NCES) National Post-secondary Student Aid Survey (NPSAS90) and Beginning Postsecondary Survey (BPS), we test the hypothesis that students who attend for-profit, post-secondary vocational schools will show lower levels of civic engagement on several measures than similar students in community colleges. Students attending the two types of schools are alike in their levels of civic engagement at the beginning of their post-secondary education, but different four years later. We consider whether observed differences in civic behavior are due to variations in who attends the different types of schools or to identifiable experiences students may have in their programs, such as interactions with faculty or other students. The effect of proprietary school attendance on seven out of the ten different types of civic engagement measured here appears to be direct, rather than being mediated by measurable educational experiences. We reflect further on processes that might explain the differences and consider the policy implications of these findings for educational decision-makers.
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