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In this study, the authors used the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 to examine the instructional time allocation and instructional practices in eighth-grade English language arts classes for struggling readers, as measured by track level. The authors also analyze the titles and text complexity of the last three books assigned to students. The authors found that track level continues to be a significant predictor of what happens instructionally in the classroom. Struggling readers placed in low-track classes spent a larger portion of class time on skills and strategy instruction, completing worksheets, watching videos, and reading aloud than students in grade-level classes. Students in high-track classes spent more time on literature analysis, comprehension instruction, and group projects and were more frequently assigned homework than students in grade-level classes. Although there was considerable overlap in the text complexity and the text titles of books assigned at each track level, students in low-track classes read less challenging texts than students in grade-level or above-grade-level classes. Regression models controlling for a variety of student, teacher, and school variables, including student achievement, show that these adjustments in class time allocation, instructional practices, and text complexity go above and beyond what would be expected based on student achievement alone.
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Longitudinal impact of early childhood science instruction on 5th grade science achievement
This study investigated if student placement in a primary grade 1-3 classroom with a teacher who had been trained in a U.S. science Framework-aligned (NRC, 2012) professional development science approach impacted student science achievement as measured in 5th grade. Students in the treatment group also received take-home science materials and treatment families were invited to participate in community-based science events. A two-level, random-slope mixed regression model was used to assess the effect of the treatment on later student achievement as measured by performance on the Science Subtest of the Ohio Achievement Assessment. This study found that students from the treatment group scored significantly higher on 5th grade science tests as compared to their peers. Overall, this study suggests that providing Frameworkaligned science instruction, coupled with parent support, during early years improves science skills in later elementary grades.
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- Award ID(s):
- 1721059
- PAR ID:
- 10172360
- Date Published:
- Journal Name:
- International Journal of Science Education
- ISSN:
- 0950-0693
- Page Range / eLocation ID:
- 1 to 20
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract This study explores adolescents' evaluations of unfair teacher and peer behavior in science, technology, engineering, and mathematics (STEM) classes. Participants included ninth and tenth grade students from five public schools in the Southeastern United States, (N = 577, 45.9% female, 49% male, 5% other/prefer not to say/unsure). Students were ethnically representative of their communities: 48% White/European American, 22.7% Black/African American, 14% Latino/a/e/x, and 15.3% multi‐racial/other/prefer not to say. Measures assessed adolescents' responses to hypothetical scenarios of unfair treatment. The findings indicate that adolescents recognize both teacher and peer unfair behavior as wrong, with nuanced differences based on participants' gender and grade. Attribution analysis reveals varied expected reasons for unfair treatment. Responses to unfair behavior differ, with adolescents more likely to confront peers than teachers. Demographic factors, school climate, discrimination, belonging, and critical consciousness contribute to variations in judgments and responses. The study highlights the importance of addressing unfair treatment in STEM settings to foster inclusivity and support student persistence in STEM.more » « less
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1080/09500693.2020.1749908
