Examining the effects of a highly rated science curriculum unit on diverse students: Results from a planning grant

By Sharon J. Lynch, J. Kuipers, Curtis Pyke, Michael J. Szesze. 2005

182 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d97723e007c7b776e41f5474f54c60a05ec0a44e

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Impact of an Engineering Design Curriculum on Science Reasoning in an Urban Setting (2009, background): “Another important student characteristic to consider are learning disabilities (McCarthy 2005).”
Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform. (2008, background): “When the nature of the reform allows for the Journal of Research in Science Teaching implementation of specified and well-developed curricula to support other aspects of the reform effort, larger effect sizes have been achieved (Borman et al., 2002; Lynch et al., 2005, Ross et al., 2001).”
The relative effects and equity of inquiry‐based and commonplace science teaching on students' knowledge, reasoning, and argumentation (2009, result): “These findings are consistent with those of Lynch et al. (2005), who found that students receiving inquiry-based instruction outperformed students in comparison groups, regardless of ethnicity, socioeconomic status, gender, and ESOL status, and speak to the appropriateness of inquiry and the BSCS…”
Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics (2010, unknown): “Or the researcher might select clips that provide data on students' transcription practices ( Lehrer & Schauble, 2004 ), or teachers' representation and modeling practices in design-based science ( Leonard & Derry, 2006 ), or scientific terms in the individual speech of students in small groups ( Ly”
The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners (2009, methodology): “A thorough review of the research uncovered six quantitative studies focused on effective science instruction for upper elementary school and middle school students—two experimental studies ( Lee, Maerten-Rivera, Penfield, LeRoy, & Secada, 2007 ; S.”
Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries (2007, unknown): “The Cognition and Technology Group at Vanderbilt (1992) and Lynch, Kuipers, Pyke, and Szesze (2005) provide examples.”
Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007, background): “Recent research by Lynch et al. (2005) also suggests that inquiry-based learning environments foster better engagement and mastery goal orientation among disadvantaged students.”