دورية أكاديمية
The Impact of Speedometry on Student Knowledge, Interest, and Emotions
| العنوان: | The Impact of Speedometry on Student Knowledge, Interest, and Emotions |
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| اللغة: | English |
| المؤلفون: | Polikoff, Morgan, Le, Q. Tien, Danielson, Robert W., Sinatra, Gale M., Marsh, Julie A. |
| المصدر: | Journal of Research on Educational Effectiveness. 2018 11(2):217-239. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journalsTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 23 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Grade 4 |
| الواصفات: | Knowledge Level, Student Interests, Affective Behavior, STEM Education, Curriculum Development, Curriculum Evaluation, Randomized Controlled Trials, Toys, Motor Vehicles, Scientific Concepts, Mathematical Concepts, Grade 4, Control Groups, Experimental Groups, Teacher Characteristics, Student Characteristics, Fidelity, Gender Differences, English Language Learners, Special Education, Eligibility, Student Surveys, Teacher Surveys, Focus Groups, Achievement Tests, Case Records, Observation, Semi Structured Interviews, Statistical Analysis, Qualitative Research, Intervention |
| مصطلحات جغرافية: | California |
| DOI: | 10.1080/19345747.2017.1390025 |
| تدمد: | 1934-5747 |
| مستخلص: | Given the dearth of high-quality curriculum materials aligned with the new standards (NGSS and CCSS) and low student persistence in STEM fields, we sought to develop and test a STEM curriculum that would improve student knowledge, interest, and emotions. A cluster randomized control trial was conducted to assess the impact of Speedometry, a two-unit STEM curriculum that uses familiar toy cars to explore math and science concepts. A total of 1,615 fourth-grade students across 48 classrooms and 17 schools in an urban district participated in the study. Using a 3-level multilevel model (students nested within teachers and schools) and controls for student and teacher characteristics, we found that Speedometry led to significant increases in student knowledge and positive emotions such as excitement. Speedometry also led to significant decreases in negative emotions such as boredom, frustration, and confusion. The curriculum was implemented with high fidelity as evidenced by classroom observations and teacher self-reports. |
| Abstractor: | As Provided |
| Number of References: | 59 |
| Entry Date: | 2018 |
| رقم الانضمام: | EJ1175244 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1934-5747 |
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| DOI: | 10.1080/19345747.2017.1390025 |