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No Child Left Behind Act 20011
Showing 1 to 15 of 85 results Save | Export
Alkan, Muhammet Fatih; Günseli, Gülten – Online Submission, 2022
THS is applied to Science High Schools, Social Sciences High Schools, Anatolian Technical Programs of Vocational and Technical Anatolian High Schools and Project schools for student selection. With THS, approximately 10 percent of more than one million students are placed in a secondary education institution based on their preferences. The purpose…
Descriptors: Science Achievement, Student Adjustment, Scores, Gender Differences
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Susilawati; Aznam, Nurfina; Paidi – European Journal of Educational Research, 2022
It should be noted that learning outcomes are not students' only achievement; attitude is also the main output in learning. This research explores students' attitudes toward science learning based on gender and the grade level of schools in Aceh, Indonesia. The participants are 1,023 students from the sixth grade of primary schools and the eighth…
Descriptors: Foreign Countries, Student Attitudes, Elementary School Students, Secondary School Students
Susan M. Kowalski; Scott J. Peters; Megan Kuhfeld; Gustave Robinson; Karyn Lewis – NWEA, 2024
This brief continues ongoing research by NWEA® examining the degree to which the COVID-19 pandemic, and its associated school closures, influenced student learning. Prior research focused on math and reading and found that the pandemic's negative impact steadily accumulated during the 2020-2021 school year, with significant disparities in…
Descriptors: Achievement Tests, COVID-19, Pandemics, School Closing
Cathers, Abigail E. – ProQuest LLC, 2019
There is a significant concern about students' achievement in reading comprehension. The study examined the reliability, validity, and slope of curriculum based measures in a content specific area -- science. Participants included students in 6th grade science classes. The curriculum based measures (CBM) being used consisted of vocabulary-matching…
Descriptors: Vocabulary, Curriculum Based Assessment, Science Achievement, Science Instruction
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Skelton, Peter; Blackburn, J. Joey; Stair, Kristin S.; Levy, Natalie; Dormody, Thomas J. – Journal of Agricultural Education, 2018
Inquiry-based teaching methods have been found to enhance students' abilities to understand the process of scientific inquiry. The purpose of this study was to determine if middle school students taught through an inquiry-based teaching approach consisting of scientific skill development, scientific knowledge, and scientific reasoning were more…
Descriptors: Agriculture, Agricultural Education, Active Learning, Inquiry
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Maria D. LaRusso; Shireen Al-Adeimi; Ha Yeon Kim; Allen G. Harbaugh; Catherine O'Connor – Journal of Early Adolescence, 2024
This paper introduces the LIDO, or the Low-Inference Discourse Observation tool, that captures discourse moves produced by students and teachers in whole-classroom discussions. Coding methods are described, followed by analyses that explore validity of the LIDO through correlations among LIDO-coded discourse moves and between LIDO scores and…
Descriptors: Classroom Communication, Discussion (Teaching Technique), Grade 7, Language Arts
Warner, Jayce R.; Fletcher, Carol L.; Garbrecht, Lisa S. – Texas Education Research Center, 2019
This study examined the impact of a multi-year, large-scale professional development program on student achievement in mathematics and science. Math and science teachers at the elementary and secondary levels who participated in the professional development program were matched to a control group. Results revealed no differences in State of Texas…
Descriptors: Faculty Development, Program Effectiveness, Elementary School Teachers, Secondary School Teachers
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Anahid S. Modrek; Tania Lombrozo – Cognitive Science, 2024
How does the act of explaining influence learning? Prior work has studied effects of explaining through a predominantly proximal lens, measuring short-term outcomes or manipulations within lab settings. Here, we ask whether the benefits of explaining extend to academic performance over time. Specifically, does the quality and frequency of student…
Descriptors: Academic Achievement, Learning Processes, Cognitive Processes, Prediction
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Wilhelm, Jennifer; Toland, Michael D.; Cole, Merryn – Journal of Education in Science, Environment and Health, 2017
Differences were examined between groups of sixth grade students? spatial-scientific development pre/post implementation of an Earth/Space unit. Treatment teachers employed a spatially-integrated Earth/Space curriculum, while control teachers implemented their Business as Usual (BAU) Earth/Space units. A multi-level modeling approach was used in a…
Descriptors: Grade 6, Middle School Students, Earth Science, Space Sciences
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Chin, Chi-Chin; Yang, Wei-Cheng; Tuan, Hsiao-Lin – International Journal of Science and Mathematics Education, 2016
This study explored the effects of arguing to learn in a socioscientific context on the fundamental and derived components of reading, writing, and science understanding as integral parts of science literacy. We adopted mixed-methods in which the 1-group pretest-posttest design with supplemental interviews and questionnaires. The pretest evaluated…
Descriptors: Pretests Posttests, Scientific Literacy, Foreign Countries, Mixed Methods Research
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Fernández-Sanjurjo, Javier; Fernández-Costales, Alberto; Arias Blanco, José Miguel – International Journal of Bilingual Education and Bilingualism, 2019
This paper investigates students' performance in content-subjects in the framework of CLIL programmes in Spain. So far, CLIL research has focused primarily on language attainment in the L2 and the L1, but students' achievements as regards content-subjects have been largely ignored. Competence in Science in the L1 is analysed by comparing pupils…
Descriptors: Course Content, Language of Instruction, Interdisciplinary Approach, Teaching Methods
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Liu, Min; Li, Chenglu; Pan, Zilong; Pan, Xin – Interactive Learning Environments, 2023
More research is needed on how to best use analytics to support educational decisions and design effective learning environments. This study was to explore and mine the data captured by a digital educational game designed for middle school science to understand learners' behavioral patterns in using the game, and to use evidence-based findings to…
Descriptors: Computer Games, Educational Games, Instructional Design, Instructional Effectiveness
Sutherland, Scott – Online Submission, 2016
My research comparing different curriculum models has confirmed the necessity of using STEAM within a science classroom to promote conceptual understanding of the content. The curriculum inquiry model of teaching science using the scientific method is insufficient to promote academic growth compared to the STEAM curriculum model that utilizes the…
Descriptors: STEM Education, Art Education, Engineering, Design
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Michel, Hanno; Neumann, Irene – Science & Education, 2016
Besides viewing knowledge about the nature of science (NOS) as important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to improve science content learning by fostering the ability to interrelate scientific concepts and, thus, coherently acquire scientific content knowledge. However, there is a…
Descriptors: Scientific Principles, Grade 6, Grade 7, Energy
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Cetin-Dindar, Ayla – EURASIA Journal of Mathematics, Science & Technology Education, 2016
The purpose of this study was to investigate the relation between constructivist learning environment and students'motivation to learn science by testing whether students' self-efficacy in learning science, intrinsically and extrinsically motivated science learning increase and students' anxiety about science assessment decreases when more…
Descriptors: Student Motivation, Constructivism (Learning), Science Education, Teaching Methods
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