ERIC Number: EJ969271
Record Type: Journal
Publication Date: 2012-Jun
Abstractor: As Provided
Reference Count: 51
The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement
Pruitt, Stephen L.; Wallace, Carolyn S.
Journal of Science Teacher Education, v23 n4 p367-385 Jun 2012
This study investigated the effectiveness of a southern state's department of education program to improve science achievement through embedded professional development of science teachers in the lowest performing schools. The Science Mentor Program provided content and inquiry-based coaching by teacher leaders to science teachers in their own classrooms. The study analyzed the mean scale scores for the science portion of the state's high school graduation test for the years 2004 through 2007 to determine whether schools receiving the intervention scored significantly higher than comparison schools receiving no intervention. The results showed that all schools achieved significant improvement of scale scores between 2004 and 2007, but there were no significant performance differences between intervention and comparison schools, nor were there any significant differences between various subgroups in intervention and comparison schools. However, one subgroup, economically disadvantaged (ED) students, from high-level intervention schools closed the achievement gap with ED students from no-intervention schools across the period of the study. The study provides important information to guide future research on and design of large-scale professional development programs to foster inquiry-based science.
Descriptors: Achievement Gap, Mentors, Intervention, Science Achievement, Economically Disadvantaged, Graduation, Academic Achievement, Exit Examinations, Measures (Individuals), Program Effectiveness, Comparative Analysis, Inquiry, Science Teachers, Teacher Education, High Schools, Secondary School Science
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A