Please use this identifier to cite or link to this item:
|Title:||Measuring Equitable Science Instruction at Scale|
Penuel, William R.
|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.|
|Appears in Collections:||ICLS 2020|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.