The effects of student-level and classroom-level factors on elementary students' science achievement in five countries
Başlık çevirisi mevcut değil.
- Tez No: 400235
- Danışmanlar: PROF. DİANA C. RİCE
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2008
- Dil: İngilizce
- Üniversite: Florida State University
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Eğitim Bilimleri Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 132
Özet
Özet yok.
Özet (Çeviri)
The interest in raising levels of achievement in math and science has led to a focus oninvestigating the factors that shape achievement in these subjects (Lamb & Fullarton, 2002)as well as understanding how these factors operate across countries (Baker, Fabrega,Galindo, & Mishook, 2004). The current study examined the individual student factors andclassroom factors on fourth grade science achievement within and across five countries.Guided by the previous school learning models, the elements of students? science learningwere categorized as student-level and classroom-level factors. The student-level factorsincluded gender, self-confidence in science, and home resources. The classroom-level factorsincluded teacher characteristics, instructional variables and classroom composition. Resultsfor the United States and four other countries, Singapore, Japan, Australia, and Scotland werereported. Multilevel effects of student and classroom variables were examined throughHierarchical Linear Modeling (HLM) using the Trends in International Mathematics andScience Study (TIMSS) 2003 fourth grade dataset. The outcome variable was the TIMSS2003 science score.Overall, the results of this study showed that selected student backgroundcharacteristics were consistently related to elementary science achievement in countriesinvestigated. At the student-level, higher levels of home resources and self-confidence and atthe classroom-level, higher levels of class mean home resources yielded higher sciencescores on the TIMSS 2003. In general, teacher and instructional variables were minimallyrelated to science achievement. There was evidence of positive effects of teacher support inthe U.S. and Singapore. The emphasis on science inquiry was positively related to scienceachievement in Singapore and negatively related in the U.S. and Australia. Experimentalstudies that investigate the impacts of teacher and instructional factors on elementary scienceachievement are needed. For all the countries investigated, with the exception of Singapore,the between-class variance was much smaller than the within-class variance. Japan had thesmallest variation in science achievement among classrooms which indicates thehomogeneity across classrooms in Japan.Increasing awareness and knowledge of gender neutral instructional techniques,providing a non-threatening, rich and supportive environment for both genders in classroomsby elementary teachers are to be encouraged. To improve students? self beliefs about science,it is recommended that teachers model science activities and accommodate students? needsand abilities (Bandura, 1997; Britner & Pajares, 2006). Schools and teachers arerecommended to develop a successful home-school partnership for improved student learningand positive attitudes toward science (Eccles & Harold, 1996; Epstein & Salinas, 2004).Furthermore, developing a knowledge base for teachers regarding the influences ofclassroom and school composition is highlighted (Honig, Kahne, & McLaughlin, 2001;Murrel, 2001). At the classroom- and school-level, policy efforts could focus on thedistribution of educational resources (Condron & Roscigno, 2003; Goesling, 2003) tocompensate for poor family background.
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