NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1026606
Record Type: Journal
Publication Date: 2013-Nov
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0036-8326
EISSN: N/A
Science Instructional Time Is Declining in Elementary Schools: What Are the Implications for Student Achievement and Closing the Gap?
Blank, Rolf K.
Science Education, v97 n6 p830-847 Nov 2013
Recent comparative data on high school graduates show that many American students are not well prepared in fields of science, technology, engineering, and mathematics and that there is a persistent achievement gap according to the socioeconomic backgrounds of students. The research for this paper focuses on the role of elementary education in science as an important preparatory step. National trend data show a decline in instructional time in the elementary grades on science instruction over the past two decades. State-level data show wide variation in the amount of class time spent on science education and a positive relationship between the amount of class time and student achievement scores in science as measured by the National Assessment of Educational Progress Grade 4 assessment.
Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
Grant or Contract Numbers: N/A
IES Cited: ED560919