Science Teacher Instructional Quality in Launching and Implementing Science Tasks in Classroom and Their Value-Added

• In Event: An Examination of Learning Environments in STEM Education and the Use of Technology

Abstract

Using the extensive Measures of Effective Teaching (MET) video library of teaching practice and VAM scores for teachers, we investigate the relationship between task quality and student achievement as measured by the Biology ACT assessment. We compared 14 high value-added (HVA) and 14 low value-added (LVA) biology teachers’ instructional quality measured by the level of launching - how teachers introduce and frame a task for students - the tasks they select for their students, and the level of cognitive demand of the tasks as implemented in their classrooms. The preliminary results show that high VA teachers have more segments of instruction where cognitively more demanding tasks are implemented.

Authors

• Elif Özülkü
  Presenting Author

• Matthew J. Kloser, University of Notre Dame
  Presenting Author

• Aria Malkani, University of Notre Dame
  Presenting Author

• Spencer Bullinger, University of Notre Dame
  Presenting Author

• Lauren Ostdiek, University of Notre Dame
  Presenting Author

• Catherine Wagner, University of Notre Dame
  Presenting Author