What Is the Influence of the National Science Education Standards? Reviewing the Evidence, A Workshop Summary (2003) / Chapter Skim
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6. Investigating the Influence of the National Science Education Standards on Student Achievement
6. Investigating the Influence of the National Science Education Standards on Student Achievement
Pages 108-118
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114~. The first focuses on the general effects of the stanclarcis on student learning: Among students who have been exposed to standards-based practice, how have student learning and achievement changed?
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The NRC points out the inadequacies of this moclel for investigating the influence of stanclarcis anc3 propose an alternative that opens up the black box, suggesting curriculum, professional development, anc3 assessment as channels of influence that influence teaching practice, which in turn influences student learning. Bicic3le proposes that if we are really interested in improving student learning, we shouIc3 not waste our time opening up the black box.
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From page 110... ...
found that teachers' self-reports of inquiry teaching practices anc3 investigative classroom cultures clepenclec3 on the quantity of professional development in Local Systemic Change projects, with the best results for teachers who had spent 80 hours or more in focused professional development. Thus the nature of the stanclarcis has important methodological implications.
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From page 111... ...
by stanciarcis Benefits of stanciarcis for all students What evidence Jo we have that investments in stanJards-baseJ curricula and professional Development produce benefits for student learning What evidence Jo we have about the influence of particular teaching practices endorsed by the standards on student learning Benefits of stanciarcis for specific classes of students What evidence Jo we have that investments in stanJards-baseJ curricula and professional development reduce the "achievement gap" between more and less advantaged students What evidence Jo we have about the influence of particular teaching practices endorsed by the standards on the achievement of less advantaged students some ideas that are of more value than others. Which stanclarcis are really important for student learning?
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From page 112... ...
decreases in child poverty anc3 increases in school funding. Furthermore, we have no data allowing us to assess how the stanclarcis might have influenced the teaching practices experienced by the students in the sample.
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From page 113... ...
Possible Differential Effects on Diverse Students The second research question concerns differential effects on groups of students: What evidence do we have that investments in standards-based carried and professional development reduce the "achievement yap" between more and less advantaged students? The studies cliscussec3 in this section compared achievement of European American students with either African American or Hispanic students.
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From page 114... ...
In this section I look at the evidence concerning the relationship between teaching practices enclorsec3 by the stanclarcis anc3 student learning. In particular, I review studies that actress these questions: What evidence do we have about the influence of particular teaching practices endorsed by the standards on student learning?
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From page 115... ...
Effects of Teaching Practices Enclorsec! by the Stanclarc~s In abolition to data on students' science anc3 mathematics achievement, the TIMSS anc3 TIMSS-R data also include extensive information about the teaching practices anc3 professional development of the teachers of the students in the study.
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From page 116... ...
Possible Differential Effects on Diverse Students None of the studies reviewed for this report specifically investigated the effects of teaching practices enclorsec3 by the stanclarcis on the achievement gap among European American anc3 Hispanic or African American students. There was one study that looked at teaching practices associated with achievement by African American students.
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From page 117... ...
They look at relationships between specific teaching practices anc3 students' learning of specific content. While a general review of these studies is beyond the scope of this paper, I wish to note that they exist anc3 to discuss some of their implications for policy anc3 practice, including the following: · This research can help us to develop better stanclarcis.
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From page 118... ...
Mostly, we can conclude that the evidence is inconclusive. The evidence that is available generally shows that investment in stanclarcis-basec3 practices or the presence of teaching practices has a modest positive impact on student learning, but little or no effect on the "achievement gap" between European American anc3 Hispanic or African American students.
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