Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6607
Title: Measuring Equitable Science Instruction at Scale
Authors: Krumm, Andy
Penuel, William R.
Pazera, Carol
Landel, Carolyn
Keywords: Scale
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Krumm, A., Penuel, W. R., Pazera, C., & Landel, C. (2020). Measuring Equitable Science Instruction at Scale. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2461-2468). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Using data from the first year of a multi-state curriculum development and implementation initiative, this paper details a quantitative approach to monitoring patterns of equity and inequity in classroom learning opportunities. At a classroom level of analysis, we used instructional logs and a multilevel latent variable model to explore variation in the science practices that teachers enacted and to quantify the relationship between the enactment of science practices and classroom demographics. We used an electronic exit ticket and two multilevel logistic regression models to estimate differences in students’ contributions to knowledge-building activities in the classroom controlling for student-level demographics. These analyses demonstrate that the instruction students experience can be measured at multiple levels of analysis and that these analyses can reveal differences that are associated with the race, gender, and home language of students.
URI: https://doi.dx.org/10.22318/icls2020.2461
https://repository.isls.org//handle/1/6607
Appears in Collections:ICLS 2020

Files in This Item:
File SizeFormat 
2461-2468.pdf246.73 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.