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 Pub Number  Title  Date
NCES 2012467 NAEP Science 2011 State Snapshot Reports
Each state and jurisdiction that participated in the NAEP 2011 science assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. The reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, and eligibility for free/reduced-price lunch. A map comparing the average score in 2011 to other states/jurisdictions is also displayed.
5/10/2012
WWC TRSCL12 The Center for Learning Technologies in Urban Schools (LeTUS) Program
The LeTUS program is a three-year, project-based, technology-integrated middle school science curriculum for grades 6-8. Topics include global warming, water and air quality, force and motion, communicable diseases, and ecological systems. Students conduct scientific investigations and use interactive computer software, scientific visualization, and graphing tools. The WWC identified five studies of the LeTUS program for middle school students that were published or released between 1990 and 2011, but none meet WWC evidence standards. The WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the program on middle school students. Additional research is needed to determine if the LeTUS program is effective for these students.
5/8/2012
WWC TRSTE12 Technology Enhanced Elementary and Middle School Science (TEEMSS)
TEEMSS is a physical science curriculum for grades 3–8 that utilizes computers, sensors, and interactive models to support investigations of real-world phenomena. Through 15 inquiry-based instructional units, students interact with handheld computers, gather and analyze data, and formulate ideas for further exploration. The WWC reviewed three studies that investigated the effects of TEEMSS on elementary and middle school students. One study, a quasi-experimental design, meets WWC evidence standards with reservations. The study includes 181 students in grades 3 and 4 in elementary schools in three states. Based on this study, the WWC found TEEMSS to have potentially positive effects on general science achievement for elementary school students.
5/8/2012
WWC TRSAS12 Astronomy Resources for Intercurricular Elementary Science (ARIES): Exploring Motion and Forces
ARIES: Exploring Motion and Forces is a physical science curriculum for students in grades 5-8 that employs 18 inquiry-centered, hands-on lessons called "explorations." Students examine their prior ideas about phenomena, formulate questions, build and use an apparatus to observe natural phenomena, make predictions, and gather data through structured experiments. The WWC reviewed two studies that investigated the effects of ARIES: Exploring Motion and Forces on elementary and middle school students. One study, a randomized controlled trial, meets WWC evidence standards. The study included approximately 6,000 sixth-grade students from 20 schools in Maryland. Based on this study, the WWC found ARIES: Exploring Motion and Forces to have no discernible effects on general science achievement for middle school students.
5/8/2012
REL 20124008 Evaluation of the Effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI)
Partly motivated by the 1996 National Assessment of Educational Progress scores, which were below the national average for Alabama’s grade 4-8 students in mathematics and grade 8 students in science, the Alabama State Department of Education (ALSDE) developed a statewide initiative to improve mathematics and science teaching and student achievement in kindergarten through grade 12 (K-12). The Alabama Math, Science, and Technology Initiative (AMSTI) is a two-year intervention intended to better align classroom practices with national and statewide teaching standards—and ultimately to improve student achievement—by providing professional development, access to materials and technology, and in-school support for teachers.
2/21/2012
NCES 2012003 TIMSS 1999 Video Study of eighth-grade mathematics and science teaching restricted-use database and videos
The TIMSS 1999 Video Study focused on eighth-grade mathematics and science teaching in seven countries, including the United States. The data collected from the study are now available under a restricted-use license.
The database includes:
  • full-length videos of grade 8 mathematics and science teaching
  • transcripts (in original language and English)
  • background questionnaires
  • ancillary classroom materials (e.g., worksheets, textbook pages)
  • results of coding of the video data
Separately, two technical reports-one for the mathematics portion of the study and another for the science portion--are available on the NCES website for downloading (NCES 2003012 and NCES 2011049). The technical reports include information on how the study was conducted as well as the coding manual and a data user's guide.
2/16/2012
WWC IRSTT12 ThinkerTools
ThinkerTools is a computer-based program that aims to develop students' understanding of physics and scientific modeling. The program is composed of two curricula for middle school students, ThinkerTools Inquiry and Model-Enhanced ThinkerTools. ThinkerTools Inquiry allows students to explore the physics of motion and then asks them to apply that knowledge to solve real-world problems. In the Model-Enhanced ThinkerTools curriculum, students create computer models that express their own theories of force and motion.

During the program, students navigate through four environments of increasing complexity known as microworlds: motion in one dimension, motion in two dimensions, understanding continuous forces, and analyzing trajectories. Students can run simulations of moving objects and observe the effects of various forces such as impulse, gravity, and friction. Measurement tools enable students to calculate distance, time, and velocity. The social interaction in the ThinkerTools classroom is similar to that of an actual scientific community, using a cycle of inquiry. Research begins with a whole-class forum and is carried out in groups. These groups make predictions, do experiments, and share their findings.
2/14/2012
WWC IRSCA12 Chemistry That Applies
Chemistry That Applies is an instructional unit designed to help students in grades 8-10 understand the law of conservation of matter. It consists of 24 lessons organized in four clusters. Working in groups, students explore four chemical reactions: burning, rusting, the decomposition of water, and the reaction of baking soda and vinegar. As part of the unit, students conduct experiments in which they cause these reactions to happen, obtain and record data in individual notebooks, analyze the data, and use evidence-based arguments to explain the data. The instructional unit engages the students in a structured sequence of hands-on laboratory investigations interwoven with other forms of instruction.
2/14/2012
NCES 2011492REV NAEP 2009 National and State Science Assessments (Grades 4, 8 and 12) Restricted-Use Data Files
This CD-ROM contains data and documentation files for the NAEP 2009 national assessments in science at grades 4, 8, and 12 for use in the analysis of NAEP data by secondary researchers. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment design and its implications for analysis. Your organization must apply for and be granted a restricted-use data license in order to obtain these data. This revision includes the variable “TCHNUMS,” which was not included previously.
12/27/2011
NCES 2011457 Measuring the Status and Change of NAEP State Inclusion Rates for Students with Disabilities: Results 2007-2009
This research and development report provided two measures of change in each NAEP participating state’s inclusion rate taking into consideration the prevalence of different types and severities of disabilities and the accommodations the states permits in their own testing programs compared to those allowed by NAEP to students with disabilities in 4th- and 8th- grade reading and mathematics assessments. The study reported results for all 50 states and District of Columbia and used data from the 2005, 2007, and 2009 NAEP assessments of fourth- and eighth-grade reading and mathematics. This two approach methodology—nation-based and jurisdiction-specific— analyzed the inclusion rates from different perspectives. The analysis indicates the status and change in state level inclusion rates. The report presented status of inclusion in 2009 and changes in the rates from 2007 and 2005.
9/29/2011
NCES 2011472 NAEP-TIMSS Linking Study
This brochure describes the linking study for NAEP and TIMSS results using 2011 grade 8 mathematics and science.
8/31/2011
NCES 2011334 High School Longitudinal Study of 2009 (HSLS:09): Public-Use Data File
This datafile contains the public-use data from the base year data collection of the High School Longitudinal Study of 2009 (HSLS:09).

HSLS:09 is the fifth in a series of secondary school longitudinal studies sponsored by NCES. The design of HSLS:09 is similar to past studies, such as NELS:88 and ELS:2002, with data provided by students and their parents, math and science teachers, and school staff - both administrators and counselors. However, HSLS:09 emphasizes math and science as well as preparation for postsecondary education and features the following innovations: 1) HSLS:09 is the first NCES-sponsored longitudinal study to begin with a 9th grade cohort; 2) School counselor input into students’ decision-making about courses and postsecondary choices was collected; and 3) The mathematics assessment was developed specifically for this study and focuses on algebra skills critical to success in secondary and postsecondary education.
8/24/2011
NCES 2011328 High School Longitudinal Study of 2009 (HSLS:09): Base-Year Data File Documentation
This documentation contains information necessary to understand and to analyze the base-year data of the High School Longitudinal Study of 2009 (HSLS:09).
8/24/2011
NCES 2011333 High School Longitudinal Study of 2009 (HSLS:09): Restricted-Use Data File
This datafile contains the restricted-use data from the base year data collection of the High School Longitudinal Study of 2009 (HSLS:09).

HSLS:09 is the fifth in a series of secondary school longitudinal studies sponsored by NCES. The design of HSLS:09 is similar to past studies, such as NELS:88 and ELS:2002, with data provided by students and their parents, math and science teachers, and school staff - both administrators and counselors. However, HSLS:09 emphasizes math and science as well as preparation for postsecondary education and features the following innovations: 1) HSLS:09 is the first NCES-sponsored longitudinal study to begin with a 9th grade cohort; 2) School counselor input into students’ decision-making about courses and postsecondary choices was collected; and 3) The mathematics assessment was developed specifically for this study and focuses on algebra skills critical to success in secondary and postsecondary education.

The restricted-use datafile includes state representative data for ten states, school characteristics, and more detailed information than what is available in the public-use dataset.
8/24/2011
NCES 2011049 Third International Mathematics and Science Study 1999 Video Study Technical Report, Volume 2: Science
This second volume of the Third International Mathematics and Science Study (TIMSS) 1999 Video Study Technical Report focuses on every aspect of the planning, implementation, processing, analysis, and reporting of the science components of the TIMSS 1999 Video Study. Chapter 2 provides a full description of the sampling approach implemented in each country. Chapter 3 details how the data were collected, processed, and managed. Chapter 4 describes the questionnaires collected from the teachers in the videotaped lessons, including how they were developed and coded. Chapter 5 provides details about the codes applied to the video data by a team of international coders as well as several specialist groups. Chapter 6 describes procedures for coding the content and the classroom discourse of the video data by specialists. Lastly, in chapter 7, information is provided regarding the weights and variance estimates used in the data analyses. There are also numerous appendices to this report, including the questionnaires and manuals used for data collection, transcription, and coding.
7/27/2011
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