View Item 

Show simple item record

The Impact of a Multiyear Systemic Reform Effort on Rural Elementary School Students' Science Achievement

dc.contributor.authorShymansky, Jamesen_US
dc.contributor.authorWang, Tzu‐lingen_US
dc.contributor.authorAnnetta, Leonarden_US
dc.contributor.authorEverett, Susanen_US
dc.contributor.authorYore, Larry D.en_US
dc.date.accessioned2013-02-12T19:01:22Z
dc.date.available2014-04-02T15:08:08Zen_US
dc.date.issued2013-02en_US
dc.identifier.citationShymansky, James; Wang, Tzu‐ling ; Annetta, Leonard; Everett, Susan; Yore, Larry D. (2013). "The Impact of a Multiyear Systemic Reform Effort on Rural Elementary School Students' Science Achievement." School Science and Mathematics (2): 69-79. <http://hdl.handle.net/2027.42/96417>en_US
dc.identifier.issn0036-6803en_US
dc.identifier.issn1949-8594en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/96417
dc.publisherWiley Periodicals, Inc.en_US
dc.publisherHorizon Researchen_US
dc.titleThe Impact of a Multiyear Systemic Reform Effort on Rural Elementary School Students' Science Achievementen_US
dc.typeArticleen_US
dc.rights.robotsIndexNoFollowen_US
dc.subject.hlbsecondlevelMathematicsen_US
dc.subject.hlbtoplevelScienceen_US
dc.description.peerreviewedPeer Revieweden_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/96417/1/ssm12002.pdf
dc.identifier.doi10.1111/ssm.12002en_US
dc.identifier.sourceSchool Science and Mathematicsen_US
dc.identifier.citedreferenceShulman, L. S. ( 1987 ). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 ( 1 ), 1 – 22.en_US
dc.identifier.citedreferenceNational Center for Education Statistics ( 2004 ). Highlights from the trends in International Mathematics and Science Study (TIMSS) 2003. Washington, DC: U.S. Department of Education.en_US
dc.identifier.citedreferenceNational Research Council ( 2011 ). A framework for K‐12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=13165en_US
dc.identifier.citedreferenceNational Science Resources Center ( 2009 ). Science and Technology for Children. Burlington, NC: Carolina Biological Supply Company.en_US
dc.identifier.citedreferenceRevak, M., & Kuerbis, P. ( 2008 January). The link from professional development to K‐6 student achievement in science, math and literacy. Paper presented at the meeting of the Association for Science Teacher Education, St. Louis, MO.en_US
dc.identifier.citedreferenceRomance, N. R., & Vitale, M. R. ( 1992 ). A curriculum strategy that expands time for in‐depth elementary science instruction by using science‐based reading strategies: Effects of a year‐long study in grade four. Journal of Research in Science Teaching, 29 ( 6 ), 545 – 554.en_US
dc.identifier.citedreferenceShymansky, J. A., Wang, T. L., Annetta, L. A., Yore, L. D., & Everett, S. A. ( 2011 ). The impact of a multi‐year, multi‐school district K‐6 professional development programme designed to integrate science inquiry and language arts on students' high stakes test scores. International Journal of Science Education, 1 – 24. Advance online publication. doi: 10.1080/09500693.2011.589478en_US
dc.identifier.citedreferenceShymansky, J. A., Wang, T. L., Annetta, L. A., Yore, L. D., & Everett, S. A. ( 2012 ). How much professional development is needed to effect positive gains in K‐6 students' achievement on high stakes science tests? International Journal of Science and Mathematics Education, 10 ( 1 ), 1 – 19.en_US
dc.identifier.citedreferenceShymansky, J. A., Yore, L. D., Annetta, L. A., & Everett, S. A. ( 2008 ). Missouri‐Iowa Science Cooperative (Science Co‐op): Rural schools—Urban universities collaborative project. The Rural Educator, 29, 1 – 3.en_US
dc.identifier.citedreferenceShymansky, J. A., Yore, L. D., & Hand, B. M. ( 2000 ). Empowering families in hands‐on science programs. School Science and Mathematics, 100 ( 1 ), 48 – 56.en_US
dc.identifier.citedreferenceSmith, D. C. ( 2000 ). Content and pedagogical content knowledge for elementary science teacher educators: Knowing our students. Journal of Science Teacher Education, 11 ( 1 ), 27 – 46.en_US
dc.identifier.citedreferenceSupovitz, J. A., & Turner, H. M. ( 2000 ). The effects of PD on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37, 963 – 980.en_US
dc.identifier.citedreferenceUnited States Department of Education ( 2002 ). No Child Left Behind. Retrieved from http://www.ed.gove/nclb/landing.jhtmlen_US
dc.identifier.citedreferenceWayne, A. J., Yoon, K. S., Zhu, P., Cronen, S., & Garet, M. S. ( 2008 ). Experimenting with teacher professional development: Motives and methods. Educational Researcher, 37 ( 8 ), 469 – 479.en_US
dc.identifier.citedreferenceWebb, N. L. ( 1999 ). Alignment of science and mathematics standards and assessments in four states [Research Monograph No. 18]. Madison, WI: National Institute for Science Education.en_US
dc.identifier.citedreferenceWenger, E. ( 1998 ). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press.en_US
dc.identifier.citedreferenceWenger, E., & Snyder, W. ( 2000 ). Communities of practice: The organizational frontier. Harvard Business Review, 78 ( 1 ), 139 – 145.en_US
dc.identifier.citedreferenceYore, L. D., Shymansky, J. A., & Anderson, J. O. ( 2004 ). The impact of a school district's science reform effort on the achievement and attitudes of third and fourth grade students. Journal of Research in Science Teaching, 41 ( 8 ), 771 – 790.en_US
dc.identifier.citedreferenceAkerson, V. L., & Hanuscin, D. L. ( 2007 ). Teaching nature of science through inquiry: Results of a 3‐year professional development project. Journal of Research in Science Teaching, 44, 653 – 680.en_US
dc.identifier.citedreferenceBanilower, E. R., Boyd, S. E., Pasley, J. D., & Weiss, I. R. ( 2006 ). Lessons from a decade of mathematics and science reform: A capstone report for the local systemic change through teacher enhancement initiative. Chapel Hill, NC: Horizon Research.en_US
dc.identifier.citedreferenceBanilower, E. R., Heck, D. J., & Weiss, I. R. ( 2007 ). Can PD make the vision of the standards a reality? The impact of the National Science Foundation's local systemic change through teacher enhancement initiative. Journal of Research in Science Teaching, 44, 375 – 395.en_US
dc.identifier.citedreferenceBorko, H. ( 2004 ). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33, 3 – 15.en_US
dc.identifier.citedreferenceCouncil of Chief State School Officers and National Governors Association. ( 2010 ). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Retrieved from http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdfen_US
dc.identifier.citedreferenceCzerniak, C. M., Beltyukova, S., Struble, J., Haney, J. J., & Lumpe, A. T. ( 2006 ). Do you see what I see? The relationship between a professional development model and student achievement. In R. Yager (Ed.), Exemplary science in grades 5‐8: Standards‐based success stories (pp. 13 – 39 ). Arlington, VA: NSTA Press.en_US
dc.identifier.citedreferenceDarling‐Hammond, L., & Ball, D. ( 1998 ). Teaching for high standards: What policymakers need to know and be able to do. Philadelphia, PA: Consortium for Policy Research in Education.en_US
dc.identifier.citedreferenceDonovan, M. S., Bransford, J. D., & Pellegrino, J. W. ( 1999 ). How people learn: Bridging research and practice. Washington, DC: National Academy Press.en_US
dc.identifier.citedreferenceDuschl, R., Schweingruber, H., & Shouse, A. (Eds.) ( 2007 ). Taking science to school: Learning and teaching science in grades K‐8. Washington, DC: National Academies Press.en_US
dc.identifier.citedreferenceEducation Development Center, Inc ( 1997 ). Insights: An elementary hands‐on inquiry science curriculum. Dubuque, IA: Kendall/Hunt Publishing Company.en_US
dc.identifier.citedreferenceElmore, R. F. ( 2002 ). Bridging the gap between standards and achievement: The imperatives for PD in education. Washington, DC: Shanker Institute. Retrieved from: http://www.shankerinstitute.org/Downloads/Bridging_Gap.pdfen_US
dc.identifier.citedreferenceFang, Z., Lamme, L. L., & Pringle, R. M. ( 2010 ). Language and literacy in inquiry‐based science classroom, Grades 3‐8. Thousand Oaks, CA: Corwin/NSTA Press.en_US
dc.identifier.citedreferenceFullan, M. ( 2005 ). The meaning of educational change: A quarter of a century of learning. In A. Lieberman (Ed.), The roots of educational change: International handbook of education change (pp. 202 – 216 ). Dordrecht, NL: Springer.en_US
dc.identifier.citedreferenceGaret, M., Birman, B., Porter, A., Desimone, L., Herman, R., & Yoon, K. ( 1999 ). Designing effective PD: Lessons from the Eisenhower program. Washington, DC: U.S. Department of Education.en_US
dc.identifier.citedreferenceGuess‐Newsome, J. ( 2001 ). Pedagogical content knowledge: Introduction and orientation. In J. Gess‐Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 21 – 50 ). Dordrecht, NL: Kluwer.en_US
dc.identifier.citedreferenceGuskey, T., & Sparks, D. ( 2002 ). Linking PD to improvements in student learning. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.en_US
dc.identifier.citedreferenceHolloway, D. L. ( 2002 ). Using research to ensure quality teaching in rural schools. Journal of Research in Rural Education, 17 ( 3 ), 138 – 153.en_US
dc.identifier.citedreferenceInternational Association for the Evaluation of Educational Achievement ( 2000 ). TIMSS science items (third and fourth grades). Chestnut Hill, MA: Author.en_US
dc.identifier.citedreferenceJohnson, C. C. ( 2006 ). Effective professional development and change in practice: Barriers teachers encounter and implications for reform. School Science and Mathematics, 106, 150 – 161.en_US
dc.identifier.citedreferenceJohnson, C. C. ( 2007a ). Effective science teaching, professional development and No Child Left Behind: Barriers, dilemmas, and reality. Journal of Science Teacher Education, 18, 133 – 136.en_US
dc.identifier.citedreferenceJohnson, C. C. ( 2007b ). Whole‐school collaborative sustained professional development and science teacher change: Signs of progress. Journal of Science Teacher Education, 18, 629 – 661.en_US
dc.identifier.citedreferenceJohnson, C. C., Fargo, J. D., & Kahle, J. B. ( 2010 ). The cumulative and residual impact of a systemic reform program on teacher change and student learning in science. School Science and Mathematics, 110, 144 – 159.en_US
dc.identifier.citedreferenceJohnson, C. C., Kahle, J. B., & Fargo, J. D. ( 2007 ). A study of the effect of sustained, whole‐school professional development on student achievement in science. Journal of Research in Science Teaching, 44, 775 – 786.en_US
dc.identifier.citedreferenceKennedy, M. M. ( 1998 ). Form and substance in in‐service teacher education [Research Monograph No. 13]. Arlington, VA: National Science Foundation.en_US
dc.identifier.citedreferenceKlentschy, M., & Molina‐De La Torre, E. ( 2004 ). Students science notebooks and the inquiry process. In E. W. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice (pp. 340 – 354 ). Newark, DE: International Reading Association.en_US
dc.identifier.citedreferenceLawrence Hall of Science, University of California, Berkeley ( 2003 ). Full Option Science System. Hudson, NH: Delta Education.en_US
dc.identifier.citedreferenceLoucks‐Horsley, S., Love, N., Stiles, K., Mundry, S., & Hewson, P. ( 2003 ). Designing PD for teachers of science and mathematics ( 2nd ed. ). Thousand Oaks, CA: Corwin Press.en_US
dc.identifier.citedreferenceLoucks‐Horsley, S., & Matsumoto, C. ( 1999 ). Research on PD for teachers of mathematics and science: The state of the scene. School Science and Mathematics, 99, 258 – 271.en_US
dc.identifier.citedreferenceNational Center for Education Statistics ( 2000 ). Main NAEP science questions (1990–2005; grades 4, 8, and 12). Washington, DC: U.S. Department of Education. Retrieved from http://nces.ed.gov/nationsreportcard/itmrls/searchresults.aspen_US
dc.owningcollnameInterdisciplinary and Peer-Reviewed


Files in this item

Name:
ssm12002.pdf
Size:
130.5KB
Format:
PDF
View/Open

Show simple item record

Remediation of Harmful Language

The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.

Accessibility

If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.