Modeling the Relationships of Classroom Characteristics and Student Attributes to Students' Science Achievement.

Autor/inn/en	Yore, Larry D.; Anderson, John O.; Shymansky, James A.
Titel	Modeling the Relationships of Classroom Characteristics and Student Attributes to Students' Science Achievement.
Quelle	(2002), (25 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Constructivism (Learning); Elementary Education; Inquiry; Professional Development; Science Education; Science Teachers; Student Characteristics + Suchen Sie Ihr Suchwort? Schulleistung; Elementarunterricht; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	This paper reports on a hierarchical linear modeling (HLM) investigation of the relationships among baseline science achievement of students in the Science Co-op Local Systemic Change project (grade 3, N=1,134; grade 6, N=1,482), students' attributes (gender, awareness of the nature of science, attitudes toward science, school science and science and technology careers), classroom teachers' characteristics (grade 3, N=98 and grade 6, N=78; students' perceptions of their use of students' ideas, discourse, and collaboration), and classroom factors (students' perceptions roles of the and value of text in classroom science lessons and of parent, home, and community involvement in classroom science programs). Student achievement was measured with multiple forms of the Third International Mathematics and Science Study (TIMSS) released items. Student attributes, teacher characteristics, and classroom factors were assessed by the Students' Perception of Constructivist Classroom (SPOCC-2000) subscales. Separate multi-level analyses of the grade 3 and grade 6 data indicated the extent to which student achievement could be accounted for by student attributes, classroom teacher characteristics, and classroom environment. The relationships of students' gender, awareness, and attitudes with achievement were described. These relationships were investigated as to the extent to which teacher characteristics and classroom factors influenced the weightings of significant student attributes. Awareness of the nature of science significantly influenced science achievement, while attitude toward science, school science, and science and technology careers negatively influence science achievement. Significant gender influence was found for grade 6 students, but not for grade 3 students. Appended are: Grade 3 HLM Results for Multiple-Choice and Student-Generated Response Subscores and Grade 6 HLM Results for Multiple-Choice and Student-Generated Response Subscores. (Contains 22 references.) (Author/JDM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01