Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Madelaine Ramey
Committee Member
Joan Mignerey
Committee Member
Barbara Packer
Keywords
academic achievement, African American, classroom techniques, Clark County School District, elementary school science, hands-on science, inner-city elementary schools, Kermit R. Booker Elementary School, low achievement, low-income communities, parent influence, science achievement, science education, science instruction, science laboratories, science process skills, science specialists, staff development, standardized testing, student attitudes, teacher competencies, teacher mentoring, teacher preparation, teaching methods, third-grade students
Abstract
This dissertation was designed to address low student achievement in science at an inner-city elementary school. Science achievement is assessed by standardized tests administered to the fourth grade in the Clark County School District. Kermit R. Booker Elementary School, the site of the research project, is predominantly in a low income, African American neighborhood and has an enrollment of 400 students.
Low science achievement may be due to a lack of background experience, motivation, or comprehension of non-fiction material. It could be due to a lack of exposure to quality science instruction from teachers with limited scientific expertise or confidence. Inadequate teacher preparation in undergraduate programs and insufficient modeling and mentoring could also impact low science achievement. A lack of time and an inability to integrate science with other subject areas may also influence the quality of instruction.
The research project includes (a) establishing a science lab, (b) providing a science specialist to model lessons for the teachers, (c) integration reading with science instruction, and (d) staff development opportunities in science instruction. These components address the possible causes of low academic performance in science. Third-grade teachers and students were the target group.
The primary objective of the program is to increase fourth-grade students’ science achievement, as measured by increased science scores on the annual standardized tests.