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.
Author/creator
Date
In publication
At conference
14th International Conference of the Learning Sciences (ICLS)
Volume
4
Pages
2461-2468
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
IRE Approach/Concept
Featured case/project
Open access/full-text available
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
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