Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2877
Title: The Effect of Teachers' Beliefs and Curricular Enactments on Student Learning in High School Science
Authors: McNeill, Katherine
Pimentel, Diane
Strauss, Eric
Issue Date: Jun-2010
Publisher: International Society of the Learning Sciences (ISLS)
Citation: McNeill, K., Pimentel, D., & Strauss, E. (2010). The Effect of Teachers' Beliefs and Curricular Enactments on Student Learning in High School Science. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 403-404). Chicago IL: International Society of the Learning Sciences.
Abstract: This study focuses on a high school urban ecology curriculum that was enacted by twenty-two teachers. We investigated how teachers' beliefs about science instruction and enactment of the curriculum impacted student learning. Results from the hierarchical linear model suggest that teachers' use of lecture, incorporation of group work, level of adaptation of the curriculum and beliefs about argumentation all significantly impact student achievement.
URI: https://doi.dx.org/10.22318/icls2010.2.403
https://repository.isls.org//handle/1/2877
Appears in Collections:ICLS 2010

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