Best Practice in Middle-School Science |
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Authors: | Alandeom W Oliveira Kristen C Wilcox Janet Angelis Arthur N Applebee Vincent Amodeo Michele A Snyder |
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Institution: | 1. Educational Theory and Practice Department, State University of New York, 1400 Washington Ave., Albany, NY, 12222, USA
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Abstract: | Using socio-ecological theory, this study explores best practice (educational practices correlated with higher student performance) in middle-school science. Seven schools with consistently higher student performance were compared with three demographically similar, average-performing schools. Best practice included instructional approaches (relevance and engagement, inquiry, differentiated instruction, collaborative work, moderate amounts of homework, and integration of language literacy and science) and administrative practices (nurturing a climate of opportunity to succeed in science, offering professional development based on data and dialogue, engaging teachers in standards-based curriculum revision and alignment, and recruiting the right fit of teacher). It is argued that best practice entails multiple levels of teaching and administrative praxis that together form a school-wide socio-ecological system conducive to higher performance. |
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