Measuring Equitable Science Instruction at Scale
Item
- Title
- Measuring Equitable Science Instruction at Scale
- Abstract/Description
- Using data from the first year of a multi-state curriculum development and implementation initiative, this paper details a quantitative approach to monitoring patterns of equity and inequity in classroom learning opportunities. At a classroom level of analysis, we used instructional logs and a multilevel latent variable model to explore variation in the science practices that teachers enacted and to quantify the relationship between the enactment of science practices and classroom demographics. We used an electronic exit ticket and two multilevel logistic regression models to estimate differences in students’ contributions to knowledge-building activities in the classroom controlling for student-level demographics. These analyses demonstrate that the instruction students experience can be measured at multiple levels of analysis and that these analyses can reveal differences that are associated with the race, gender, and home language of students.
- Date
- In publication
- The Interdisciplinarity of the Learning Sciences
- At conference
- 14th International Conference of the Learning Sciences (ICLS)
- Volume
- 4
- Pages
- 2461-2468
- Resource type
- en Research/Scholarly Media
- Resource status/form
- en Published Text
- Scholarship genre
- en Empirical
- IRE Approach/Concept
- Practical Measures
- Equity
- Equity Analytics
- Featured case/project
- OpenSciEd
- Language
- en
- Open access/full-text available
- en Yes
- Peer reviewed
- en Yes
- Citation
- Krumm, A., Penuel, W. R., Pazera, C., & Landel, C. (2020). Measuring Equitable Science Instruction at Scale. The Interdisciplinarity of the Learning Sciences, 4, 2461–2468. https://repository.isls.org//handle/1/6607
- Cited in
- Measurement for Improvement
- Place
- Tennessee
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