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• W2053163948 endingPage "1041" @default.
• W2053163948 startingPage "1019" @default.
• W2053163948 abstract "The current reform movement in science education promotes standards-based teaching, including the use of inquiry, problem solving, and open-ended questioning, to improve student achievement. This study examines the influence of standards-based teaching practices on the achievement of urban, African-American, middle school science students. Science classes of teachers who had participated in the professional development (n = 8) of Ohio's statewide systemic initiative (SSI) were matched with classes of teachers (n = 10) who had not participated. Data were gathered using group-administered questionnaires and achievement tests that were specifically designed for Ohio's SSI. Analyses indicate that teachers who frequently used standards-based teaching practices positively influenced urban, African-American students' science achievement and attitudes, especially for boys. Additionally, teachers' involvement in the SSI's professional development was positively related to the reported use of standards-based teaching practices in the classroom. The findings support the efficacy of high-quality professional development to change teaching practices and to enhance student learning. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1019–1041, 2000" @default.
• W2053163948 created "2016-06-24" @default.
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• W2053163948 date "2000-01-01" @default.
• W2053163948 modified "2023-09-23" @default.
• W2053163948 title "Urban African-American middle school science students: Does standards-based teaching make a difference?" @default.
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• W2053163948 doi "https://doi.org/10.1002/1098-2736(200011)37:9<1019::aid-tea9>3.0.co;2-j" @default.
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