Abstract
Using socio-ecological theory, this study explores best practice (educational practices correlated with higher student performance) in middle-school science. Seven schools with consistently higher student performance were compared with three demographically similar, average-performing schools. Best practice included instructional approaches (relevance and engagement, inquiry, differentiated instruction, collaborative work, moderate amounts of homework, and integration of language literacy and science) and administrative practices (nurturing a climate of opportunity to succeed in science, offering professional development based on data and dialogue, engaging teachers in standards-based curriculum revision and alignment, and recruiting the right fit of teacher). It is argued that best practice entails multiple levels of teaching and administrative praxis that together form a school-wide socio-ecological system conducive to higher performance.
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Appendices
Appendix 1: Teacher Interview Protocol
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1.
Please tell me about your preparation to teach science?
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2.
What are your goals in teaching middle-school science?
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3.
What factors do you think contribute to higher performance in middle-school science?
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4.
How is the science curriculum revised and aligned across elementary and middle and middle and high school?
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5.
What materials (e.g., textbook, laboratory kits, technologies) do you use in your instruction?
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6.
Describe any instructional practices that you believe enhance students’ understanding of science.
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7.
What do you see as the role of the state standards in science?
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8.
How do you assess learning in your science classes?
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9.
What do you see as the role of the state assessments in science?
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10.
How are students grouped, tracked, or assigned to science classes in your school?
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11.
What kinds of interventions are in place to improve student performance in science?
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12.
What opportunities do students have to explore their interest in science outside of the classroom (e.g., clubs, field trips, science fairs)?
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13.
How would you describe the professional environment for you at this school?
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14.
What kinds of feedback/evaluation and how often do you receive feedback/evaluation of your teaching?
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15.
If you were asked to give advice to other districts/schools about how to improve student performance in science, what advice would you give?
Appendix 2: Observation Protocol
Instruction: Check yes/no or include number of minutes where applicable.
Part 1: Description of Setting
- Observer::
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Number of teachers:
- Date::
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Length of class (min):
- School::
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Class type:
- Grade::
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laboratory/experiments/class/lecture/group work
- Number of students::
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Track: high (honors), average (hetero), low
Part 2: Inventory of physical features of classroom
Seating arrangements: individual desks in rows/group tables or desks/other
Technologies resources: computers for student use/other (describe in Part 4 field notes)/none visible
Part 3: Lesson inventory
Purpose: Was the purpose of the lesson explicitly stated for students?
Activities: Indicate approximately how many minutes of each
- Homework or other review:
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Writing by students, independently
- Note-taking by students (from teacher talk, video, written text):
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Writing by students, in groups
- Reading by students, independently:
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Experiments individually or in small groups
- Small group discussions:
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Presentation by students
- Whole class discussion:
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Assessment/test/quiz
Materials and Resources:
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Chalkboard/whiteboard by teacher(s)
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Chalkboard/whiteboard by students
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Computer by students
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Computer by teacher(s)
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Flip chart
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Kits
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Laboratory equipment
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Overheads
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Smartboards
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Textbooks
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Worksheets
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Other
Instructional Approach:
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Did all students appear to be using the same materials?
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Approximately what percentage of class time was large group/teacher-led interaction?
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Approximately what percentage of class time was small group/student–student interaction?
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Was there a TA, special educator, or other adult in the room?
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If another adult was in the room, with how many students did he or she interact?
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If a 2nd adult was present, did he/she take part in instruction?
Assessment:
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Multiple-choice quiz or test
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Written responses, short answer, or essay
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Oral responses
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Other assessments
Part 4: Field notes on the lesson (as clearly and accurately as possible)
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Describe the topic and apparent purpose of the lesson
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Describe the types of activities (include hands-on activities, possible interdisciplinary connections, inquiry-based activities, group or individual work).
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Describe the materials/resources used (e.g., textbooks, worksheets, overheads, kits, smartboards, computer simulations)
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Describe any ways instruction was differentiated among groups of students
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Describe any ways student learning was assessed during this lesson
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Cite this article
Oliveira, A.W., Wilcox, K.C., Angelis, J. et al. Best Practice in Middle-School Science. J Sci Teacher Educ 24, 297–322 (2013). https://doi.org/10.1007/s10972-012-9293-0
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DOI: https://doi.org/10.1007/s10972-012-9293-0