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ERIC Number: EJ1083313
Record Type: Journal
Publication Date: 2015-Dec
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0036-6803
Examining Elementary School Science Achievement Gaps Using an Organizational and Leadership Perspective
Settlage, John; Butler, Malcolm B.; Wenner, Julianne; Smetana, Lara K.; McCoach, Betsy
School Science and Mathematics, v115 n8 p381-391 Dec 2015
There is the tendency to explain away successful urban schools as indicative of the heroic efforts by a tireless individual, effectively blaming schools that underperform for a lack of grit and dedication. This study reports the development of a research instrument (School Science Infrastructure, or SSI) and then applying that tool to an investigation of equitable science performance by elementary schools. Our efforts to develop a science-specific instrument to explore associations between school-level variables and equitable science performance are informed by James Coleman's tripartite notion of social capital: the "wealth" of organizations is encompassed within their social norms, informational channels, and reciprocating relationships. Grounded in school effectiveness research and social capital theory, the instrument that we report on here is a valid and reliable tool to support meso-level investigations of factors contributing to school variations in science achievement.
Wiley-Blackwell. 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: National Science Foundation (NSF)
Authoring Institution: N/A
IES Grant or Contract Numbers: 1338512|1119349/59