Effects of Inquiry-Based Teacher Practices on Science Excellence and Equity

By C. Secker. 2002

200 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform (2018, background): “Similarly, research indicates that changes in instructional enactments aligned with more ambitious curricular goals such as inquiry or reform-based instruction are related to improved student performance (e.g., Hamilton et al., 2003; Secker, 2002).”
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009, unknown): “…1998; Wilson & Berne, 1999); instruction and student achievement (e.g., Hamilton et al., 2003; Mayer, 1998; Stein & Lane, 1996; Supovitz, 2001; Von Secker, 2002; Wenglinsky, 2002); professional development and teachers’ practice (Fishman, Marx, Best, & Tal, 2003; Heck, Banilower, Weiss, &…”
The relative effects and equity of inquiry‐based and commonplace science teaching on students' knowledge, reasoning, and argumentation (2009, background): “Von Secker, C. (2002).”