Factors affecting students' learning from a design‐based implementation research project in diverse education systems

Lin, Qinyun; Frank, Kenneth A.; Bathia, Shruti; Draney, Karen; Thomas, Jay; Anderson, Charles

doi:10.1002/tea.21745

Cited by 2 publications

(8 citation statements)

References 53 publications

(75 reference statements)

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“…We have reported quantitative analyses of these learning data in a separate paper (Lin et al, 2022). Three key findings are important here.…”

Section: Methodsmentioning

confidence: 99%

“…Given the projects' large student assessment dataset, we also examined where the six case study teachers fell within the continuum of student learning gains results from 145 project teachers (Figure 2). This analysis contextualized the six case studies within the extensive dataset concerning the effect of Carbon TIME instruction on student learning (Lin et al, 2022). As reported in that article, student learning gains associated with a teacher generally improved across years as teachers gained experience and the project improved the instructional materials.…”

Section: Methodsmentioning

confidence: 99%

“…We also note that our measures of student learning, project pretests and posttests, are necessarily limited. We have confidence these tests elicit and measure students' three-dimensional performances, including explanations of phenomena, analyses of data, and arguments from evidence (see Lin et al, 2022). They do not, however, assess the full range of standards-based performances that science educators have as goals for teaching and learning.…”

Section: Developing Expertise In Both Sensemaking and Apprenticeship ...mentioning

confidence: 99%

“…2 The full item set is available online at https://carbontime.create4stem.msu.edu/assessment-links. For information about the development and validation of the assessments see Lin et al (2022). 3 They include an implementation practice (IM1: Teacher tells students a three-dimensional performance while students help fill in blanks) and a conclusion practice (CM1: Teacher leads students in filling in blanks as teacher constructs a three-dimensional performance).…”

Section: Supporting Informationmentioning

confidence: 99%

“…In this study we present analyses of six case studies from Carbon TIME , a design‐based implementation research project (Fishman et al, 2013) that involved 4 years of data collection (2015–19) in the classrooms of 145 middle‐ and high‐school teachers serving geographically and ethnically diverse student populations. The project is described in more detail in other publications (Anderson et al, 2018; Lin et al, 2022). Our goal for this article is to contribute to understanding of instructional practices that can support three‐dimensional science learning.…”

Section: Literature Reviewmentioning

confidence: 99%

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Instructional practices in secondary science: How teachers achieve local and standards‐based success

et al. 2023

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This article reports on analyses of the instructional practices of six middle‐ and high‐school science teachers in the United States who participated in a research‐practice partnership that aims to support reform science education goals at scale. All six teachers were well qualified, experienced, and locally successful—respected by students, parents, colleagues, and administrators—but they differed in their success in supporting students' three‐dimensional learning. Our goal is to understand how the teachers' instructional practices contributed to their similarities in achieving local success and to differences in enabling students' learning, and to consider the implications of these findings for research‐practice partnerships. Data sources included classroom videos supplemented by interviews with teachers and focus students and examples of student work. We also compared students' learning gains by teacher using pre–post assessments that elicited three‐dimensional performances. Analyses of classroom videos showed how all six teachers achieved local success—they led effectively managed classrooms, covered the curriculum by teaching almost all unit activities, and assessed students' work in fair and efficient ways. There were important differences, however, in how teachers engaged students in science practices. Teachers in classrooms where students achieved lower learning gains followed a pattern of practice we describe as activity‐based teaching, in which students completed investigations and hands‐on activities with few opportunities for sensemaking discussions or three‐dimensional science performances. Teachers whose students achieved higher learning gains combined the social stability characteristic of local classroom success with more demanding instructional practices associated with scientific sensemaking and cognitive apprenticeship. We conclude with a discussion of implications for research‐practice partnerships, highlighting how partnerships need to support all teachers in achieving both local and standards‐based success.

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“…We have reported quantitative analyses of these learning data in a separate paper (Lin et al, 2022). Three key findings are important here.…”

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Developing Expertise In Both Sensemaking and Apprenticeship ...mentioning

confidence: 99%

Section: Supporting Informationmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%