Using direct observation data to explore the impact of a second-grade science program on the quality of scientific investigations and science discourse

Simple item page
dc.contributor.advisorDoabler, Christian
dc.contributor.committeeMemberPowell, Sarah R
dc.contributor.committeeMemberRoberts, Gregory J
dc.contributor.committeeMemberToste, Jessica R
dc.creatorMaddox, Steven Andrew
dc.creator.orcid0000-0002-7227-3759
dc.date.accessioned2023-06-21T01:45:28Z
dc.date.available2023-06-21T01:45:28Z
dc.date.created2022-12
dc.date.issued2022-11-22
dc.date.submittedDecember 2022
dc.date.updated2023-06-21T01:45:29Z
dc.description.abstractIn 2018, the National Science and Technology Council (2018) highlighted the importance of ensuring all students, including those with disabilities, reach proficiency in the disciplines of science, technology, engineering, and mathematics (STEM). This call is apropos as it comes at a time when a considerable number of U.S. students struggle to become STEM literate. Data from the 2019 NAEP fourth-grade science measure suggest only 36% of students scored at or above the Proficiency level (NCES, 2021). One viable solution for getting all students on track for success in science is to design effective early elementary science programs. In a recent study, Doabler et al. (2021) tested the efficacy of Sci2, a second-grade, Tier 1 program focused on the disciplinary core ideas, crosscutting concepts, and scientific practices associated with Earth’s Systems in the Next Generation Science Standards (NGSS Lead States, 2013). Findings indicated Sci2 students significantly outperformed their peers in control classrooms on three of the four science outcome measures. Given these results, there is need to understand why the Sci2 program demonstrated promise to improve science achievement. Therefore, the current study sought to unpack the effects of Sci2 by examining direct observation data collected in the 18 participating classrooms. This study used mean observation item scores and independent samples t-tests to address four research questions: (1) To what extent do pre-randomly assigned teachers differ at baseline in terms of the quality of scientific investigations and science discourse facilitated during science instruction; (2) To what extent do treatment (Sci2) and control teachers differ during the treatment time period in terms of the quality of scientific investigations and science discourse facilitated during science instruction; (3) To what extent do treatment (Sci2) and control teachers differ in terms of their capacity to maintain high-quality scientific investigations and science discourse after the treatment time period; and (4) To what extent does the quality of scientific investigations and science discourse observed in the treatment time period maintain from the end of treatment to the maintenance time period? Implications will also be discussed.
dc.description.departmentSpecial Education
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/2152/119324
dc.identifier.urihttp://dx.doi.org/10.26153/tsw/46202
dc.language.isoen
dc.subjectScience
dc.subjectEarly elementary
dc.subjectTeachers
dc.titleUsing direct observation data to explore the impact of a second-grade science program on the quality of scientific investigations and science discourse
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentSpecial Education
thesis.degree.disciplineSpecial Education
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

Access full-text files

Original bundle

Now showing 1 - 1 of 1
Thumbnail Image
Name:
MADDOX-DISSERTATION-2022.pdf
Size:
924.94 KB
Format:
Adobe Portable Document Format
Download

License bundle

Now showing 1 - 2 of 2
No Thumbnail Available
Name:
PROQUEST_LICENSE.txt
Size:
4.45 KB
Format:
Plain Text
Description:
Download
No Thumbnail Available
Name:
LICENSE.txt
Size:
1.84 KB
Format:
Plain Text
Description:
Download

Collections

UT Electronic Theses and Dissertations