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Research Article
Effective teaching results in increased science achievement for all students
Article first published online: 21 DEC 2006
DOI: 10.1002/sce.20195
Copyright © 2007 Wiley Periodicals, Inc.
1098-237X/asset/cover.gif?v=1&s=9de5631d0e26a8312b77097460e20265f15b3ced "Science Education")
Additional Information
How to Cite
Johnson, C. C., Kahle, J. B. and Fargo, J. D. (2007), Effective teaching results in increased science achievement for all students. Sci. Ed., 91: 371–383. doi: 10.1002/sce.20195
Publication History
- Issue published online: 3 APR 2007
- Article first published online: 21 DEC 2006
- Manuscript Accepted: 16 NOV 2006
- Manuscript Revised: 31 OCT 2006
- Manuscript Received: 20 JUL 2006
- Abstract
- References
- Cited By
Abstract
This study of teacher effectiveness and student achievement in science demonstrated that effective teachers positively impact student learning. A general linear mixed model was used to assess change in student scores on the Discovery Inquiry Test as a function of time, race, teacher effectiveness, gender, and impact of teacher effectiveness in prior years, over a 3-year period. Effective teaching was identified through a series of classroom observations using the Local Systemic Change Classroom Observation Protocol (Horizon Research, 1999). This study found that effective teaching increases student achievement and closes achievement gaps for all students. Findings from this study provide evidence that effective teaching each year may be the key to eliminating achievement gaps in science. © 2006 Wiley Periodicals, Inc. Sci Ed91:371–383, 2007