Jeff C. Marshall

Interactions Between Classroom Discourse, Teacher Questioning, and Student Cognitive Engagement in Middle School Science

Classroom discourse can affect various aspects of student learning in science. The present study examines interactions between classroom discourse, specifically teacher questioning, and related student cognitive engagement in middle school science. Observations were conducted throughout the school year in 10 middle school science classrooms using the Electronic Quality of Inquiry Protocol, which is designed, among other things, to measure observable aspects of student cognitive engagement and discourse factors during science instruction. Results from these observations indicate positive correlations between students’ cognitive engagement and the following aspects of classroom discourse: questioning level, complexity of questions, questioning ecology, communication patterns, and classroom interactions. A sequential explanatory mixed-methods design provides a detailed look at each aspect of classroom discourse which showed a positive effect on student cognitive level during science instruction. Implications for classroom practice, teacher education, and professional development are discussed.

Effective, Sustained Inquiry-Based Instruction Promotes Higher Science Proficiency Among All Groups: A 5-Year Analysis

Student’s performance in science classrooms has continued to languish throughout the USA. Even though proficiency rates on national tests such as National Assessment of Educational Progress are higher for Caucasian students than African-Americans and Hispanics, all groups lack achieving desired proficiency rates. Further, the Next Generation Science Standards detail a new higher benchmark for all students. This study analyzes a professional development (PD) project, entitled Inquiry in Motion, designed to (a) facilitate teacher transformation toward greater quantity and quality of inquiry-based instruction, (b) improve student achievement in science practices and science concepts, and (c) begin to narrow the achievement gap among various groups. This 5-year PD study included 11 schools, 74 middle school teachers, and 9,981 students from diverse, high minority populations. Findings from the quasi-experimental study show statistically significant gains for all student groups (aggregate, males, females, Caucasians, African-Americans, and Hispanics) on all three science Measure of Academic Progress tests (composite, science practices, and science concepts) when compared to students of non-participating teachers. In addition to an increase in overall performance for all groups, a narrowing of the achievement gap of minority students relative to Caucasian students was seen. When combined with other studies, this study affirms that, when facilitated effectively, inquiry-based instruction may benefit all students, for all demographic groups measured.

A web-based collaboration environment for k-12 math and science teachers

Student performance in middle school math and science is in a perilous state. This crisis is reflected in results on key national assessments such as NAEP that indicate that less than one-third of students in the 8th grade perform at a proficient or higher level in math or science. To address this issue, an innovative Instructional Model, the 4E x 2 Model, was recently proposed by us to improve the achievement of students via rigorous and authentic inquiry-based learning experiences. This Model aims to help K-12 teachers facilitate learning that includes explicitly addressing formative assessment, inquiry instruction, and reflective practice at each step of the pedagogical process. This paper focuses on the design and implementation of a Web-based community to provide collaborative support for the 4E x 2 Model. This Web-based community includes a set of on-line tools that allow math and science teachers to create, refine, and disseminate their inquiry-based lesson plans.