ERIC Number: ED573669
Record Type: Non-Journal
Publication Date: 2015-Jun-11
Pages: 46
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Effective Secondary Science Programs: A Best-Evidence Synthesis
Cheung, Alan; Slavin, Robert E.; Kim, Elizabeth; Lake, Cynthia
Center for Research and Reform in Education
This article reports a systematic review of research on science programs in grades 6-12. Twenty-one studies met inclusion criteria including use of randomized or matched assignment to conditions, measures that assess content emphasized equally in experimental and control groups, and a duration of at least 12 weeks. Programs fell into four categories. Instructional process programs (ES = +0.24) and technology programs (ES = +0.47) had positive sample-size weighted mean effect sizes, while use of science kits (ES = +0.05) and innovative textbooks (ES = +0.10) had much lower effects. Outcomes support the use of programs with a strong focus on professional development, technology, and support for teaching, rather than materials-focused innovations. [For a related record, see ED566985.]
Descriptors: Secondary School Science, Science Programs, Middle School Students, High School Students, Experimental Groups, Comparative Analysis, Effect Size, Science Instruction, Technology Education, Instructional Materials, Textbooks, Faculty Development, Literature Reviews, Technology Uses in Education, Control Groups, Science Achievement, Evidence
Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail: thebee@bestevidence.org; Web site: http://education.jhu.edu/research/crre
Publication Type: Information Analyses; Reports - Research
Education Level: Secondary Education; Middle Schools; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: Spencer Foundation; Institute of Education Sciences (ED)
Authoring Institution: Center for Data-Driven Reform in Education (CDDRE)
IES Funded: Yes
Grant or Contract Numbers: N/A