Clarity and coherence of lesson goals as a scaffold for student learning

The article addresses clarity and coherence of lesson goals as a scaffold for student learning. In 13 physics classes video recordings of the introductory lesson of two topics were rated with respect to clarity and coherence of the lesson structure. HLM analyses showed a positive effect of classes with high goal clarity and coherence on the students' reports on supportive learning conditions, self-determined learning motivation and organising learning activities. Over the course of a school year high goal clarity and coherence resulted in a positive competence development. No effect was found for individual interest development.     

Intergroup Socialization: The Influence of Parents’ Family Communication Patterns on Adult Children’s Racial Prejudice and Tolerance

The purpose of this study was to examine the influence of family communication environments on children’s intergroup socialization. Adult children (n = 200) reported on their parents’ conformity and conversation orientations and their own racial attitudes and intergroup orientations. Results evidenced ingroup bias, social dominance, and identification with parent as mediators of the positive relationship between conformity orientation and racial prejudice and the negative relationship between conformity orientation and racial tolerance. Results also revealed that children from consensual and protective families harbor the most racial prejudice and least racial tolerance. Future directions related to intergroup contact interventions, racially diverse families, and qualitative assessments of parent–child interactions are discussed.     

Quantitative and qualitative research approaches to assess student well-being

Although there is dissimiliarity in theoretical research approaches to subjective well-being and to assessments of well-being, there is agreement regarding the value of well-being, especially among student populations. In the highly structured, achievement-oriented, non-optimal context of a classroom, individual well-being is a necessary pre-condition for learning. Among student populations well-being should not be construed as an achievement enhancer; but, rather, recognized and measured as an educational value of its own. However, it is necessary for the positive bias towards learning at least in highly structured, achievement-orientated, non-optional learning contexts like school [cf. Hascher, T. (2004). Wohlbefinden in der Schule. Münster: Waxmann]. How can it be measured?     

Impact of model-based science curriculum and instruction on elementary students' explanations for the hydrosphere

Developing scientific literacy about water systems is critical for K-12 students. However, even with opportunities to build knowledge about the hydrosphere in elementary classrooms, early learners may struggle to understand the water cycle (Forbes et al., 2015 ; Gunckel et al., 2012 ; Zangori et al., 2015 ; Zangori et al., 2017 ). Scientific modeling affords opportunities for students to develop representations, make their ideas visible, and generate model-based explanations for complex natural systems like the water cycle. This study describes a comprehensive evaluation of a 5-year, design-based research project focused on the development, implementation, revision, and testing of an enhanced, model-centered version of the Full Option Science System (FOSS) Water (2005) unit in third grade classrooms. Here, we build upon our previous work (Forbes et al., 2015 a; b; Vo et al., 2015 ; Zangori et al., 2015 ; Zangori et al., 2017 ) by conducting a comparative analysis of student outcomes in two sets of classrooms: (1) one implementing the modeling-enhanced version of the FOSS Water unit developed by the research team (n = 6), and 2) another using the standard, unmodified version of the same curricular unit (n = 5). Results demonstrate that teachers in both conditions implemented the two versions of the curriculum with relative fidelity. On average, students exposed to the modeling-enhanced version of the curriculum showed greater gains in their model-based explanations for the hydrosphere. Engagement in scientific modeling allowed students to articulate hydrologic phenomena by (1) identifying various elements that constitute the hydrosphere, (2) describing how these elements influenced the movement of water in the hydrosphere, and (3) demonstrating underlying processes that govern the movement of water in the hydrosphere.     

Evaluating Three Dimensions of Environmental Knowledge and Their Impact on Behaviour

Research in Science Education - This research evaluates the development of three environmental knowledge dimensions of secondary school students after participation in a singular 1-day outdoor...     

A Mixed Methods Comparison of Elementary Preservice Teachers’ Conceptualization of Teaching Engineering

Research in Science Education - This sequential explanatory mixed methods study (quant + QUAL) examined elementary preservice teachers’ conceptions of teaching engineering. Participants...     

Stichwort: Schuleffektivitätskriterien in der internationalen empirischen Forschung

This review summarizes international empirical studies on criteria for school effectiveness between 1995-2004. The data comes from a special study on this topic for the Dutch school inspectorate and has been re-analyzed for this contribution. In the first section of the paper, effectiveness criteria are reviewed with regard to their role in theoretical models of school effectiveness research. In the second section, empirical studies concerned with school and classroom effectiveness are reviewed with a focus on the effectiveness criteria, which are applied. The results show that the range of criteria is small. Especially regarding school effectiveness there is a tendency towards using pupils’ achievement in school subjects as effectiveness criteria. School factors were mainly investigated using national or regional survey data. The third section of the paper deals with perspectives for future research on school effectiveness, suggesting a broader set of effectiveness criteria.

Teacher attitudes towards inclusive education in Finland and Brandenburg,Germany and the issue of extra work

Positive teacher attitudes are considered an important prerequisite for the successful inclusion of students with special educational needs in the mainstream classrooms. This study surveyed teacher opinions about inclusion in Finland (N?=?298) and Brandenburg, Germany (N?=?163), two educational systems in which the number of students transferred to segregated special education is exceptionally high in international comparison. For the measurement of attitudes, a 10-item scale, teachers’ attitudes towards inclusive education, was used. The results showed that Finnish teachers were more positive towards inclusion than Brandenburg teachers (d?=?0.46). The Brandenburg teachers were especially worried about the extra work caused by inclusion. This concern was possibly related to the different structures of educational organisation. Additional support services were more easily available for the Finnish teachers than for their Brandenburg colleagues. It is argued that teachers’ concerns should be addressed to promote inclusion in schools.     

Are gender differences in perceived and demonstrated technology literacy significant? It depends on the model

This paper examines gender differences related to Information and Communication Technology (ICT) literacy using two valid and internally consistent measures with eighth grade students (N = 1,513) from Florida public schools. The results of t test statistical analyses, which examined only gender differences in demonstrated and perceived ICT skills, indicate significant differences in all areas in favor of females. Females had higher factor scores in perception measures for Frequency of Computer Use, Perceived ICT Skills, and Attitudes toward Computers. In addition, female students had significantly higher scores on all six sections from the Student Tool for Technology Literacy, a performance-based assessment. These results counter many empirical research studies that show males generally perform better with ICT skills and have overall better attitudes toward computers than their female counterparts. However, when adding predictors to the model and using multilevel modeling statistical methods, findings indicate that gender was no longer significant. These findings question the importance of the gender differences related to ICT skills that were found with previous statistical examinations. Using more advanced statistical methods to answer research questions pertaining to ICT skills is important in order to determine which factors have the greatest potential for intervention programs that focus on developing equitable ICT skills and career choices for all students.