Standards‐based reform and its unintended consequences: Implications for science education within America's urban schools

Settlage, John; Meadows, Lee

doi:10.1002/tea.10012

Cited by 90 publications

(71 citation statements)

References 3 publications

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“…In addition, instructional time for science in lowperforming urban elementary schools is often limited and tightly regulated due to the urgency of developing basic literacy and numeracy in students with limited literacy and numeracy skills and those learning English as a new language. Furthermore, teachers wishing to pursue inquiry instruction in urban schools face added challenges in the context of high-stakes assessment and accountability, as sanctions against poor academic performance are disproportionately leveled against urban schools (Secada & Lee, 2003;Settlage & Meadows, 2002;Wideen, O'Shea, Pye, & Ivany, 1997).…”

Section: Science Inquiry Instruction With Ell and Low-ses Studentsmentioning

confidence: 99%

Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention

et al. 2006

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This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the students participated in elicitation sessions as they conducted a semistructured inquiry task on evaporation. The results indicate that students demonstrated enhanced abilities with some aspects of the inquiry task, but continued to have difficulties with other aspects of the task even after instruction. Although students from all demographic subgroups showed substantial gains, students from non-mainstream and less privileged backgrounds in science showed greater gains in inquiry abilities than their more privileged counterparts. The results contribute to the emerging literature on designing learning environments that foster science inquiry of elementary students from diverse backgrounds. ß

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Section: Science Inquiry Instruction With Ell and Low-ses Studentsmentioning

confidence: 99%

Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention

et al. 2006

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“…Finally, as an intervention is scaled up, it should address the demands of high-stakes testing and accountability in its specific policy context (Marx & Harris, 2006;Settlage & Meadows, 2002;Southerland, Smith, Sowell, & Kittleson, 2007). This is because schools and districts place an increasing amount of trust in the intervention as it goes to scale.…”

Section: Challenges In Scale-up Of Educational Innovationsmentioning

confidence: 99%

Large‐scale interventions in science education for diverse student groups in varied educational settings

Lee

Krajcik

2012

J Res Sci Teach

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Current classroom practices in the U.S. and internationally have largely been shaped by changing student demographics and accountability policies. This special issue includes manuscripts that develop conceptual frameworks or report on empirical studies addressing large-scale interventions of educational innovations for diverse student groups in varied educational settings. Understanding issues related to large-scale interventions will be particularly important for the U.S., as the science education system embraces new science standards [National Research Council, [2011] A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Research Council.]. In our introduction to the special issue, we discuss critical issues in scaling up educational innovations through which large-scale interventions evolve. First, we describe the process of scaling up an educational innovation. Then, we address challenges in scaling up an innovation. Next, we discuss implications that these challenges present to implementation of an innovation and evaluation of its efficacy and effectiveness. Finally, we briefly introduce the articles that appear in this special issue. ß 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 271-280, 2012 Keywords: policy; diversity; equity Internationally, current classroom practices have largely been shaped by changing student demographics and accountability policies. In the U.S., the school-aged population is becoming increasingly more diverse, while achievement gaps across content areas persist and in some areas are increasing. At the same time, more demands are being placed on all students as a result of high-stakes testing and accountability policies. Educational innovations take place against the backdrop of changing student demographics and evolving educational policies.This special issue includes manuscripts that develop conceptual frameworks or report on empirical studies addressing large-scale interventions of educational innovations for diverse student groups in varied educational settings. These manuscripts discuss challenges and failures as well as accomplishments and promises of such efforts. Interventions are defined broadly including, but not limited to, curriculum development, teacher professional

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“…Urban students are less likely to have access to rich, inquiry-based learning experiences which is especially true when classrooms, like many urban classrooms, have insufficient access to resources including equipment, a lack of challenging and meaningful curriculum, and a lack of opportunity to develop a sense of community especially with one's teachers (National Research Council and the Institute of Medicine 2004). Urban education tends to focus on control over individual expression, behavior over understanding, and passivity over engagement (Lee 2005)-resulting in many urban students having damaged relationships with their teachers (Settlage and Meadows 2002) and damaged academic identities especially with respect to science (Olitsky 2006).…”

Section: Urban Teaching and Learningmentioning

confidence: 99%

Accessing resources for identity development by urban students and teachers: foregrounding context

Luehmann

2008

Cult Stud of Sci Educ

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Many attempt to address the documented achievement gap between urban and suburban students by offering special programs to enrich urban students' academic experiences and proficiencies. Such was the case in the study described by DeGennaro and Brown in which urban students participated in an after-school technology course intended to address the ''digital divide'' by giving these youth supported experiences as technology users. However, also like the initial situation described in this study, instructional design that does not capitalize on what we know about urban education or informal learning contexts can actually further damage urban youths' identities as learners by positioning them as powerless and passive recipients instead of meaningful contributors to their own learning. The analysis presented in this forum is intended to further the conversation begun by DeGennaro and Brown by explicitly complexifying our consideration of context (activity structures and setting) so as to support the development of contexts that afford rich learning potential for both the urban students and their learning facilitators, positioned in the role of teachers. Carefully constructed contexts can afford participants as learners (urban students and teachers) opportunities to access rich identity resources (not typically available in traditional school contexts) including, but not limited to, the opportunity to exercise agency that allows participants to reorganize their learning context and enacted culture as needed.Keywords Identity development Á Urban education Á Learning contexts Á Informal learning Á Urban teacher education Youth voices: Connections between history, enacted culture and identity in a digital divide initiative by DeGennaro and Brown demonstrates the potential influence of history to direct and either encourage or limit participation in learning experiences, and thus the

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Standards‐based reform and its unintended consequences: Implications for science education within America's urban schools

Cited by 90 publications

References 3 publications

Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention

Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention

Large‐scale interventions in science education for diverse student groups in varied educational settings

Accessing resources for identity development by urban students and teachers: foregrounding context

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