Science Achievement In The Middle School Years
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Science Achievement In The Middle School Years
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Author : Albert E. Beaton
language : en
Publisher:
Release Date : 1996-11-01
Science Achievement In The Middle School Years written by Albert E. Beaton and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1996-11-01 with categories.
Science Achievement In The Middle School Years
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Author : Albert E. Beaton
language : en
Publisher:
Release Date : 1997-11-01
Science Achievement In The Middle School Years written by Albert E. Beaton and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1997-11-01 with categories.
Science Achievement In The Middle School Years
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Author : Albert E. Beaton
language : en
Publisher: International Study Center Lynch School of Educatio College
Release Date : 1996
Science Achievement In The Middle School Years written by Albert E. Beaton and has been published by International Study Center Lynch School of Educatio College this book supported file pdf, txt, epub, kindle and other format this book has been release on 1996 with Education categories.
The Third International Mathematics and Science Study is the largest and most ambitious study ever undertaken by the International Association for the Evaluation of Educational Achievement. Forty-five countries collected data in more than 30 languages. Five grade levels were tested in the two subject areas. This report describes the science achievement of seventh and eighth graders, emphasizing the results from the eighth-grade assessment. Results are presented for the 41 countries that completed all the steps necessary to appear in this report. Singapore was the top performing country at both grade levels, with Colombia, Kuwait, and South Africa performing at the lowest levels. Perhaps the most striking finding was the large difference in average achievement between the top-performing and bottom-performing countries. Results provided a chain of overlapping countries, with most countries having an average achievement similar to that of a cluster of others, but with large differences between the top and bottom of the chain. In most countries and internationally, boys outperformed girls at both grade levels. The majority of eighth graders in nearly every country indicated that they liked science, but not all students had positive feelings about the subject. Home factors were strongly related to achievement in every participating country, but relationships between science achievement and instructional practices were less clear within and across countries. Six appendixes present information on study methodology and selected achievement results for some countries. (Contains 61 tables, 23 appendix tables, 19 figures, and 1 appendix figure.) (SLD)
Science Achievement In The Middle School Years Iea S Third International Mathematics And Science Study Ed410234 U S Department Of Ed
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Author : United States. Office of Educational Research and Improvement
language : en
Publisher:
Release Date : 1998*
Science Achievement In The Middle School Years Iea S Third International Mathematics And Science Study Ed410234 U S Department Of Ed written by United States. Office of Educational Research and Improvement and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1998* with categories.
Science Achievement In The Middle School Years
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Author :
language : en
Publisher:
Release Date : 1996
Science Achievement In The Middle School Years written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1996 with Science categories.
Mathematics Achievement In The Middle School Years
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Author : Albert E. Beaton
language : en
Publisher:
Release Date : 1996
Mathematics Achievement In The Middle School Years written by Albert E. Beaton and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1996 with Education categories.
The Third International Mathematics and Science Study (TIMSS) is the largest and most ambitious study undertaken by the International Association for the Evaluation of Educational Achievement. Forty-five countries collected data in more than 30 languages. Five grade levels were tested in the two subject areas, so that more than half a million students were tested around the world. This report addresses middle-school mathematics achievement (grades seven and eight) in six content areas: (1) fractions and number sense; (2) measurement; (3) proportionality; (4) data representation, analysis, and probability; (5) geometry; and (6) algebra. Results cover 41 countries with complete data collection. Singapore was the top-performing country at both grade levels, with Korea, Japan, and Hong Kong also performing very well. There were large differences in average achievement between top performers and bottom performing nations. Gender differences in mathematics achievement were small or nearly nonexistent in most countries, but when they did appear, they favored boys. In nearly every country there was a strong positive relationship between student enjoyment of mathematics and higher achievement. Home factors were strongly related to mathematics achievement in every participating country, but relationships between instructional variables and achievement were less clear. In every country, the pattern was for the eighth grade student whose parents had more education to also have higher achievement in mathematics. The amount of television viewing was negatively associated with mathematics achievement. The document's introduction provides information on each country's characteristics including demographics, public expenditures on education, organization of educational system. Chapters address: (1) International Student Achievement in Mathematics; (2) Average Achievement; (3) Performance on Items within Each Mathematics Content Area; (4) Students Backgrounds and Attitudes towards Mathematics; and (5) Teachers and Instruction. Appendixes include: Overview of TIMSS Procedures; Test-Curriculum Matching Analysis; Selected Mathematics Achievement Eighth-Grade Results for the Philippines, Denmark, Sweden, and German-Speaking Switzerland; and Percentiles and Standard Deviations of Mathematics Achievement. (SLD)
Doing Good Science In Middle School Expanded 2nd Edition
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Author : Olaf Jorgenson
language : en
Publisher: NSTA Press
Release Date : 2014-04-01
Doing Good Science In Middle School Expanded 2nd Edition written by Olaf Jorgenson and has been published by NSTA Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-04-01 with Education categories.
“We are among those who have come to enjoy the blossoming intellects, often comical behaviors, and insatiable curiosity of middle schoolers—and choose to work with them! With more than 130 years of combined experience in the profession, we’ve gathered a lot of ideas to share. We know from our interactions with educators around the country that precious few quality resources exist to assist science teachers ‘in the middle,’ and this was a central impetus for updating Doing Good Science in Middle School.” —From the preface This lively book contains the kind of guidance that could only come from veterans of the middle school science trenches. The authors know you’re crazy-busy, so they made the book easy to use, whether you want to read it cover to cover or pick out sections to help you with lesson planning and classroom management. They also know you face new challenges, so they thoroughly revised this second edition to meet the needs of today’s students. The book contains: • big-picture concepts, such as how to understand middle school learners and explore the nature of science with them; • a comprehensive overview of science and engineering practices, STEM, and inquiry-based middle school science instruction, aligned with A Framework for K–12 Science Education and the Next Generation Science Standards; • 10 new and updated teacher-tested activities that integrate STEM with literacy skill-building; • information on best instructional practices and professional-development resources; and • connections to the Common Core State Standards in English language arts and mathematics. If you’re a new teacher, you’ll gain a solid foundation in how to teach science and engineering practices while better understanding your often-enigmatic middle-grade students. If you’re a veteran teacher, you’ll benefit from a fresh view of what your colleagues are doing in new times. Either way, Doing Good Science in Middle School is a rich opportunity to reaffirm that what you do is “good science.”
Science Education At Riverside Middle School
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Author : Bettie Smiley
language : en
Publisher:
Release Date : 2011
Science Education At Riverside Middle School written by Bettie Smiley and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with Girls categories.
For more than thirty years the gender gap in science and related careers has been a key concern of researchers, teachers, professional organizations, and policy makers. Despite indicators of progress for women and girls on some measures of achievement, course enrollment patterns, and employment, fewer women than men pursue college degrees and careers in science, technology, engineering, and mathematics. According to the results of national assessments, the gender gap in science achievement begins to be evident in the middle school years. Gender and school science achievement involve a complex set of factors associated with schools and child/family systems that may include school leadership, institutional practices, curriculum content, teacher training programs, teacher expectations, student interests, parental involvement, and cultural values. This ethnographic case study was designed to explore the context for science education reform and the participation of middle school girls. The study analyzed and compared teaching strategies and female student engagement in sixth, seventh, and eighth grade science classrooms. The setting was a middle school situated in a district that was well-known for its achievement in reading, math, and technology. Findings from the study indicated that while classroom instruction was predominantly organized around traditional school science, the girls were more disciplined and outperformed the boys. The size of the classrooms, time to prepare for hands-on activities, and obtaining resources were identified as barriers to teaching science in ways that aligned with recent national science reform initiatives. Parents who participated in the study were very supportive of their daughters' academic progress and career goals. A few of the parents suggested that the school's science program include more hands-on activities; instruction designed for the advanced learner; and information related to future careers. Overall the teachers and students perceived their science program to be gender fair. Eighth grade participants who had career goals related to science and engineering, indicated that their science instruction did not provide the rigor they needed to improve their critical skills for advanced placement in high school. Recommendations include the need for professional development on inquiry-based science, equitable student achievement, and diverse perspectives in science education.
Science Achievement In The Primary School Years
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Author : Michael O. Martin
language : en
Publisher: Timss International Study Center
Release Date : 1997
Science Achievement In The Primary School Years written by Michael O. Martin and has been published by Timss International Study Center this book supported file pdf, txt, epub, kindle and other format this book has been release on 1997 with Education categories.
A recently completed landmark study of mathematics and science education in more than 40 countries gathered information that can help address questions as to why students in one country do better in math and science than students in another. This report focuses on the results of the primary school science test of students in 26 countries, from the Third International Mathematics and Science Study (TIMMS). Details of how the study was conducted, the nature of the science test, country characteristics, differences in student achievement, student achievement by science content area, and an analysis of example problems are included. Ideas of intended and implemented curricula are discussed and a number of questions related to these ideas that TIMMS may answer are listed. (DDR)
Student Motivational Effect On Science Achievement For Middle School Students With Disabilities
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Author : Elisabeth E. VanderMeer
language : en
Publisher:
Release Date : 2013
Student Motivational Effect On Science Achievement For Middle School Students With Disabilities written by Elisabeth E. VanderMeer and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with Achievement motivation in children categories.
Legislation supports the academic, social , emotional, and behavioral needs of individuals with disabilities. Science organizations strive to provide educators the opportunities to promote science education. An average rate of 57.2% of seventh grade students with disabilities at Troy Middle School (TMS) of Plainfield, Illinois, did not meet Illinois State Board of Education standards on the science Illinois State Achievement Test during eight out of ten years between 2002 and 2012. A quantitative, descriptive online survey was designed and administered to collect responses form 35 seventh grade TMS students with disabilities on what motivates them to be successful in science achievement. The results of the survey concluded that these students received more motivational support from parents than their science and special education teachers. In addition these students believe their science teachers taught a sufficient amount of science literacy skills did not believe their science teachers taught a sufficient amount of science literacy skills or promoted science careers. The development of positive emotional and intellectual connections with the outside world helps student with disabilities to be active participants in science classroom so that they can be highly motivated and successful in science achievement.