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University professors collaborated with a fifth grade science teacher to implement a mixed method study that investigated the effectiveness of a collaboratively developed planning model on fifth grade student science knowledge gain and the impact of coaching on teacher instructional change. For one school year, from the fall through the spring semester, the teacher implemented the planning model and was coached twice monthly by the professors. The research questions were: (1) what is the effect of the science planning model on fifth grade student science content gain on students receiving the treatment and those not receiving the treatment?; (2) what is the effect of the science planning model on fifth grade at-risk student science content gain and other fifth grade student science content gain when both groups receive the treatment?; and (3) what kind of change occurs in instructional delivery when content experts collaborate with and coach a fifth grade classroom science teacher? Science instruction integrating reading and writing strategies enhanced science knowledge gains of at-risk students. Coaching a teacher through the implementation of a planning model shifted instruction from teacher-centered to student-centered and placed the construction of science knowledge onto the students.

Ncpea education leadership review: portland conference special edition, volume 12, number 3 (october 2011)

This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of education administration. In addition to publication in the Connexions Content Commons, this module is published in the Education Leadership Review, Portland Special Issue (October, 2011), ISSN 1532-0723. Formatted and edited in Connexions by Theodore Creighton and Brad Bizzell, Virginia Tech and Janet Tareilo, Stephen F. Austin State University.

Introduction

Teachers at an elementary school in deep, east Texas were challenged to fit science into the daily schedule partially due to reading and math expectations reiterated in the No Child Left Behind Act’s goal of all students performing at or above grade level by the year 2014 (ED.gov, 2008). Oftentimes, teachers in the lower elementary grades do not implement science instruction on a daily basis partially because they do not feel proficient in teaching science, and/or they perceive science as less critical than the teaching of reading and mathematics (Berube, 2008). The teachers of this elementary school were no different and were faced with science scores on the Texas accountability measure, Texas Assessment of Academic Skills (TAKS), that were lower than their reading and mathematics scores. The teachers were challenged to increase science performance while maintaining and increasing performance in reading, writing, and mathematics. The diversity of the student population also impacted academic performance. The demographic composition of the campus was approximately 33.8 % African American, 33 % Hispanic, 28.4 % White, .2 % Native American, and 4.6 % Asian. In addition, 59.1 % were classified as at-risk of dropping out of school. The purpose of the study was to investigate the effectiveness of a collaboratively developed planning model that included integrating reading and writing strategies into the instruction of science. The research questions were: (1) what is the effect of the science planning model on fifth grade student science content gain on students receiving the treatment and those not receiving the treatment?; (2) what is the effect of the science planning model on fifth grade at-risk student science content gain and other fifth grade student science content gain when both groups receive the treatment?; and (3) what kind of change occurs in instructional delivery when content experts collaborate with and coach a fifth grade classroom science teacher?

Questions & Answers

A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
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A mouse of mass 200 g falls 100 m down a vertical mine shaft and lands at the bottom with a speed of 8.0 m/s. During its fall, how much work is done on the mouse by air resistance
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Chemistry is a branch of science that deals with the study of matter,it composition,it structure and the changes it undergoes
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A ball is thrown straight up.it passes a 2.0m high window 7.50 m off the ground on it path up and takes 1.30 s to go past the window.what was the ball initial velocity
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2. A sled plus passenger with total mass 50 kg is pulled 20 m across the snow (0.20) at constant velocity by a force directed 25° above the horizontal. Calculate (a) the work of the applied force, (b) the work of friction, and (c) the total work.
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you have been hired as an espert witness in a court case involving an automobile accident. the accident involved car A of mass 1500kg which crashed into stationary car B of mass 1100kg. the driver of car A applied his brakes 15 m before he skidded and crashed into car B. after the collision, car A s
Samuel Reply
can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
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Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
Joseph
Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
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"Generation of electrical energy from sound energy | IEEE Conference Publication | IEEE Xplore" ***ieeexplore.ieee.org/document/7150687?reload=true
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progressive wave
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A string is 3.00 m long with a mass of 5.00 g. The string is held taut with a tension of 500.00 N applied to the string. A pulse is sent down the string. How long does it take the pulse to travel the 3.00 m of the string?
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Source:  OpenStax, Education leadership review special issue: portland conference, volume 12, number 3 (october 2011). OpenStax CNX. Oct 17, 2011 Download for free at http://cnx.org/content/col11362/1.5
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