Turning Despondency into Hope: Charting New Paths to Improve Students' Achievement and Participation in Science Education
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| Title: | Turning Despondency into Hope: Charting New Paths to Improve Students' Achievement and Participation in Science Education |
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| Language: | English |
| Authors: | Rodriguez, Alberto J., Southeast Eisenhower Regional Consortium for Mathematics and Science Education |
| Source: | Southeast Eisenhower Regional Center for Mathematics and Science Education (SERC). 2004. |
| Availability: | Southeast Eisenhower Regional Center for Mathematics and Science Education (SERC). 915 Northridge Street 2nd Floor, Greensboro, NC 27403. Tel: 800-755-3277; Fax: 336-315-7457; Web site: http://www.serve.org |
| Peer Reviewed: | N |
| Physical Description: | |
| Page Count: | 57 |
| Publication Date: | 2004 |
| Sponsoring Agency: | Department of Education (ED) |
| Document Type: | Information Analyses Numerical/Quantitative Data |
| Descriptors: | School Restructuring, Academic Achievement, Educational Change, Science Education, Educational Trends, Trend Analysis, Disproportionate Representation, Performance Factors, Change Strategies, Educational Assessment, Educational Indicators, Disadvantaged, Case Studies |
| Abstract: | This monograph offers a realistic look at current trends in student achievement in science education, the participation of underrepresented populations, and the many factors that serve to sustain them. In addition, it offers new insights and concrete suggestions for change based on the analysis of recent reports and promising field-based studies. It begins with a short review of key national reports that provide more specific suggestions for bringing about change. These reports do highlight legitimate threats to our economic, social and political stability, but at the same time, they move beyond just ringing the same alarm that has been rung in the last three decades. This section is followed by an update on trends in student achievement and participation by gender and by ethnic groups. Key reports, such as the recently released National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS), are included in the discussion in order to explore whether so many years of intensive school reform efforts in various parts of the country have had any impact on student performance and/or teachers' practice. After an update on the achievement trends, it them reviews what many researchers and teachers consider to be the key factors affecting this issue. This review focuses on exploring whether anything has changed after three decades of research have pointed out repeatedly the factors that impact how students learn and how teachers teach. To meet one of the major goals of this monograph, an analysis is provided of some key school-based studies that are either very promising or have already had a significant and positive impact on student performance and teaching practice. A summary of promising strategies for enhancing the academic achievement and participation of traditionally underrepresented students concludes the monograph. Terms used are appended. (Contains 17 figures, 6 tables, and 17 footnotes.) [This report was written in collaboration with the Mid-Atlantic Equity Center.] |
| Abstractor: | ERIC |
| Number of References: | 71 |
| Entry Date: | 2008 |
| Accession Number: | ED502049 |
| Database: | ERIC |
| Abstract: | This monograph offers a realistic look at current trends in student achievement in science education, the participation of underrepresented populations, and the many factors that serve to sustain them. In addition, it offers new insights and concrete suggestions for change based on the analysis of recent reports and promising field-based studies. It begins with a short review of key national reports that provide more specific suggestions for bringing about change. These reports do highlight legitimate threats to our economic, social and political stability, but at the same time, they move beyond just ringing the same alarm that has been rung in the last three decades. This section is followed by an update on trends in student achievement and participation by gender and by ethnic groups. Key reports, such as the recently released National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS), are included in the discussion in order to explore whether so many years of intensive school reform efforts in various parts of the country have had any impact on student performance and/or teachers' practice. After an update on the achievement trends, it them reviews what many researchers and teachers consider to be the key factors affecting this issue. This review focuses on exploring whether anything has changed after three decades of research have pointed out repeatedly the factors that impact how students learn and how teachers teach. To meet one of the major goals of this monograph, an analysis is provided of some key school-based studies that are either very promising or have already had a significant and positive impact on student performance and teaching practice. A summary of promising strategies for enhancing the academic achievement and participation of traditionally underrepresented students concludes the monograph. Terms used are appended. (Contains 17 figures, 6 tables, and 17 footnotes.) [This report was written in collaboration with the Mid-Atlantic Equity Center.] |
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