Differences of science classroom practices in low- and high- performing schools

Eren  Ceylan; Valarie L  Akerson

doi:10.36681/

Authors

Eren Ceylan Ankara University, Faculty of Educational Sciences, Ankara-TURKEY
Valarie L Akerson Indiana University, School of Education, Curriculum & Instruction, Indiana-USA

DOI:

https://doi.org/10.36681/

Keywords:

TIMSS-2007, school Effectiveness, Classroom Practices Discriminant Analysis

Abstract

This study was carried out to investigate the differences between low- and high-performing schools in the United States based on instructional practices implemented in science classrooms by analyzing TIMSS-2007 data set. Discriminant analysis was conducted to explore the differences between two types of schools. The results revealed that the classified schools were significantly discriminated based on 13 variables (items) related to instructional practices in science classrooms. As a result, whereas students in high-performing schools do more inquiry oriented activities, students in low-performing schools have a tendency to engage more teacher-centered activities. The possible reasons of these results were discussed based on the science classroom practices in the United States.

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