Article

Journal of Science Teacher Education

, Volume 24, Issue 2, pp 297-322

Best Practice in Middle-School Science

  • Alandeom W. OliveiraAffiliated withEducational Theory and Practice Department, State University of New York Email author 
  • , Kristen C. WilcoxAffiliated withEducational Theory and Practice Department, State University of New York
  • , Janet AngelisAffiliated withEducational Theory and Practice Department, State University of New York
  • , Arthur N. ApplebeeAffiliated withEducational Theory and Practice Department, State University of New York
  • , Vincent AmodeoAffiliated withEducational Theory and Practice Department, State University of New York
  • , Michele A. SnyderAffiliated withEducational Theory and Practice Department, State University of New York

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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.

Keywords

Best practice Science Middle school Student performance Inquiry teaching Socio-ecological theory