NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ816591
Record Type: Journal
Publication Date: 2008
Pages: 6
Abstractor: As Provided
Reference Count: 12
ISBN: N/A
ISSN: ISSN-0740-7874
Assessing the Impact of "Newton's Universe:" Preliminary Findings Associated with Rural Middle School Students' and Teachers' Outcomes Linked to Inquiry-Based Physical Science
Cunningham, Jessica D.; Bradley, Kelly D.; Osborn, Jeffrey
ERS Spectrum, v26 n1 p39-44 Win 2008
To overcome barriers faced by rural educators, a research team at the University of Kentucky has combined a model of distance learning with a hands-on, inquiry approach to the instruction of middle school-level physical science. The project, entitled "Newton's Universe," measures teachers' and students' outcomes through surveys, assessments, and classroom observations. Preliminary results indicate progress in improving teacher efficacy in teaching inquiry-based temperature and heat concepts as well as increased teacher conceptual understanding of topics covered in the course. The study offers guidance to other distance education programs, and the results inform policy regarding the efficacy and sustainability of distance learning modules. Findings will be used to expand dissemination efforts. (Contains 3 tables.)
Educational Research Service. 1001 North Fairfax Street Suite 500, Alexandria, VA 22314. Tel: 800-791-9308; Fax: 800-791-9309; e-mail: ers@ers.org; Web site: http://www.ers.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky