Science Achievement in Social Contexts: Analysis From National Assessment of Educational Progress

Journal of Educational Research

Volumn 98, Issue 2, 2004, Pages 67-78

  Von Secker, Clare ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

And gender; Minority status; National Assessment of Educational Progress; Science achievement; Students at risk due to low socioeco nomic status

Indexed keywords

EID: 8744317832     PISSN: 00220671     EISSN: 19400675     Source Type: Journal    
DOI: 10.3200/JOER.98.2.67-78     Document Type: Article

References (99)

1. Anderson, O. R. (1998). A neurocognitive perspective on current learning theory and science instructional strategies. Science Education, 81, 67-89.
2. Bender, D., & Losel, F. (1997). Protective risk effects of peer relations and social support on antisocial behavior in adolescents from multi'problem milieus. Journal of Adolescence, 20, 661-678.
3. Blocker, L. S. & Copeland, E. R (1994). Determinants of resilience in high-stressed youth. The High School Journal, 77, 286-293.
4. Bock, R. D. (Ed.). (1989), Multilevel analysis of educational data. San Diego: Academic Press.
5. Brooks, R. B. (1994). Children at risk: Fostering resilience and hope. American Journal of Orthopsychiatry, 64, 545-553.
6. Bryk, A., Raudenbush, S. & Congdon, R. (1996). Hierarchical linear and nonlinear modeling with HLM/2L and HLM/3L programs. Chicago: Scientific Software International.
7. Bryk, A. S., & Raudenbush, S. W. (1987). Application of hierarchical linear models to assessing change. Phychologica/ Bulletin, 101, 147-158.
8. Bryk, A. S., & Raudenbush, S. W. (1992). Hierarchical linear models: Applications and data analysis methods. Newbury Park, CA: Sage.
9. Burkam, D. T., Lee, V. E., & Smerdon, B. A. (1997). Gender and science learning early in high school: Subject matter and laboratory experiences. American Educational Research Journal, 34(2), 297-331.
10. Burstein, L. (1980). The analysis of multilevel data in educational research and evaluation. In D, Berliner (Ed.), Review of research in education (pp. 158-233). Washington, DC: American Educational Research Association.
11. Burstein, L., Linn, R. L., & Capell, F. J. (1978). Analyzing multilevel data in the presence of heterogeneous within-class regressions. Journal of Educational Statistics, 3, 347-383.
12. Bush, D. M., & Simmons, R. G. (1987). Gender and coping with the entry into early adolescence. In R. C. Barnett, L. Biener, &. G. Baruch (Eds.), Gender and stress, New York: Free Press.
13. Carey, N., & Shavelson, R. (1988). Outcomes, achievement, participation, and attitudes. In R. J. Shavelson, L. M. McDonnell, &. J. Oakes (Eds.), Indicators for monitoring mathematics and science education (pp. 147-191). Los Angeles: Rand Corporation.
14. Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
15. Carmichael, P., Driver, R., Holding, B., Phillips, I., Twigger, D., & Watts, M, (1990). Research on students' conceptions in science: A bibliography. University of Leeds, UK: Centre for Studies in Science and Mathematics Education.
16. Catterall, J. S. (1998). Risk and resilience in student transitions to high school. American Journal of Education, 106, 302-333.
17. Clausen, J. S. (1991). Adolescent competence and the shaping of the life course. American Journal of Sociology, 96, 805-842.
18. Clewell, B. C., Anderson, B. T., & Thorpe, M. E. (1992). Breaking the barriers: Helping female and minority students succeed m mathematics and science. San Francisco: Jossey-Bass.
19. Cohen, J. (1998). Statistical power analysis for the behavioral sciences (2nd ed., pp. 109-143). Hillsdale, NJ: Erlbaum.
20. Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D., et al. (1966). Equality of educational opportunity. Washington, DC: U.S. Government Printing Office.
21. Coleman, J. S., & Hoffer, T. (1987). Public and private high schools: The impact of communities. New York: Basic Books.
22. Compas, B. E., Howell, D. C., Phares, V., Williams, R. A., & Giunta, C. T. (1989). Risk factors for emotional/behavioral problems in young adolescents: A prospective analysis of adolescent and parental stress symptoms. Journal of Consulting and Clinical Psychology, 57, 732-740.
23. Cowen, E. L., Work, W. C., & Wyman, RA. (1992). Resilience among profoundly stressed urban children. In M. Kessler &. S. E. G olds ton (Eds.), The present and future of prevention: In honor of George AIbee (pp. 155-168). San Francisco: Sage.
24. Czikszentmihallyi, M., & Larson, R. (1984). Being adolescent. New York: Basic Books.
25. Donmoyer, R. (1995). Rhetoric and reality of systemic reform: A critique of the proposed national science education standards. Cognosos, 4(1), 1-3, 7-8.
26. Ertepinar, H., & Geban, O. (1996). Effect of instruction supplied with the investigative-oriented laboratory approach on achievement in a science course. Educational Researcher, 38(3), 333-341.
27. Floyd, C. (1996). Achieving despite the odds: A study of resilience among a group of African American high school seniors. Journal of Negro Education, 65, 181-189.
28. Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge. Journal of Research m Science Teaching, 34(40), 343-357.
29. Freiberg, J. H. (1993). A school that fosters resilience in inner-city youth. Journal of Negro Education, 62, 364-376.
30. Garmezy, N. (1983). Stressors of childhood. In N. Garmezy & M. Rutter, (Eds.), Stress, coping, and development in children (pp. 43-84). New York: McGraw-Hill.
31. Garmezy, N. (1985). Stress-resistant children: The search for protective factors. In J. E. Stevenson (Ed.), Recent research in developmental psy-chopathology. Journal of Child Psychology and Psychiatry (Book Supplement No. 4, pp. 213-233). Oxford, England: Pergamon Press.
32. Garmezy, N. (1991). Resiliency and vulnerability to adverse developmental outcomes associated with poverty. American Behavioral Scientist, 34, 417-430.
33. Garmezy, N., & Masten, A. S. (1986). Stress, competence, and resilience: Common frontiers for therapist and psychopathologist. Behavior Therapy, 17, 500-521.
34. Garmezy, N., Masten, A. S., & Tellegen, A. (1984). The study of stress and competence in children: A building block for developmental psychopathology, Child Development, 55, 97-111.
35. George, R., & Kaplan, D. (1998). A structural model of parent and teacher influences on science attitudes of eighth graders: Evidence from NELS:88. Science Education, 82, 93-109.
36. Gibbons, A. (1992). Growing scientists for the 21st century. Science, 258, 1195.
37. Glasson, G. E. (1989). The effects of hands-on and teacher demonstration laboratory methods on science achievement in relation to reasoning ability and prior knowledge. Journal of Research in Science Teaching, 26(2), 121-131.
38. Goldstein, H. (1987). Multilevel models in educational and social research. New York: Oxford University Press.
39. Gonzalez, R., & Padilla, A. M. (1997). The academic resilience of Mexican-American high school students. Hispanic Journal of Behavioral Sciences, 19, 301-317.
40. Gore, S., & Eckenrode, J. (1994). Context and process in research on risk and resilience. In R. J. Haggerty, L. R. Sherrod, N. Garmezy, &. M. Rutter (Eds.), Stress, risk, and resilience in children and adolescents: Processes, mechanisms, and interventions. New York: Cambridge University Press.
41. Greenfield, T. A. (1996). Gender, ethnicity, science achievement, and attitudes. Journal of Research in Science Teaching, 33, 901-933.
42. Grossman, R. K., Beinashowitz, J., Anderson, L., Sarurai, M., Finnin, L., & Flaherty, M. (1992). Risk and resilience in young adolescents. Journal of Youth and Adolescence, 21, 529-550.
43. Hilton, T. L. & Lee, V. E. (1988). Student interest and persistence in science. Journal of Higher Education, 59(5), 510-526.
44. Hoffer, T. B., Ras inski, K. A., & Moore, W. (1995). Social background differences in high school mathematics and science coursetaking and achievement. Washington, DC: U.S. Department of Education.
45. Israelashvili, M. (1997). School adjustment, school membership and adolescents' future expectations. Journal of Adolescence, 20, 525-535.
46. Jackson, S., Bom, M., & Jacob, M. (1997). Reflections on risk and resilience in adolescence. Journal of Adolescence, 20, 609-616.
47. Johnson, E. G., Qian, J., Wallace, L., & Rust, K. F. (1999) Weighting procedures and estimation of sampling variance. In N, L. Allen, J. E. Carlson, & C. A. Zelenak (Eds.), The NAEP 1996 technical report (NCES 199-452, pp. 197-234). Washington, DC: U.S. Department of Education.
48. Kreft, I., & De Leeuw, J. (1998). Introducing multilevel modeling. London: Sage.
49. Larson, R., & Asmussen, L. (1991). Anger, worry, and hurt in early adolescence: An enlarging world of negative emotions. In M. E. Col ten &. S. Gore (Eds.), Adolescent stress: Causes and consequences, New York: Aldine de Gruyter.
50. Lee, V. E., Chen, X., & Smerdon, B. A. (1996). The influence of school climate on gender differences in the achievement and engagement of young adolescents. Washington, DC: American Association of University Women.
51. Luthar, S. S. (1991). Vulnerability and resilience: A study of high-risk adolescents. Child Development, 62, 600-616.
52. Luthar, S. S., & Zigler, E. (1991). Vulnerability and competence: A review of research on resilience in childhood. American Journal of Orthopsychiatry, 61, 6-22.
53. Lynn, R. (1977), The intelligence of the Japanese. Bulletin of the British Psychological Society, 40, 464-468.
54. Madigan, T. (1997). Science proficiency and course taking in high school: The relationship of course-taking patterns to increases in science proficiency between 8th and 12th grades. Washington, DC: U.S. Department of Education.
55. Mager, R. (1968). Developing attitude toward learning. Belmont, CA: Fcaron.
56. Mason, C. L., & Kahle, J. B. (1989). Student attitudes toward science and science-related careers: A program designed to promote a stimulating gender-free learning environment. Journal of Research in Science Teaching, 26(1), 25-39.
57. Masten, A. S., & Garmezy, N. (1985). Risk, vulnerability, and protective factors in developmental psychopathology. In B. B. Lahey & A. E. Kazdin (Eds.), Advances in clinical child psychology (Vol. 8, pp. 1-52). New York: Plenum Press.
58. Masten, A. S., Garmezy, N., Tellegen, A., Pellegrini, D. S., Larkin, K., & Larsen, A. (1988). Competence and stress in school children: The moderating effects of individual and family qualities. Journal of Child Psychology and Psychiatry, 29, 745-764.
59. McCauley, K. J. (1995). A restructured biology classroom. Teaching and Change, 2(2), 152-168.
60. Mickelson, R. (1990). The attitude-achievement paradox among black adolescents. Sociology of Education, 63, 44-61.
61. Mislevy, R. J., Johnson, E. G., & Muraki, E. (1992). Scaling procedures in NAEP. Journal of Educational Statistics, 17(92), 131-154.
62. Mordkowitz, E., & Ginsburg, H. (1987). Early academic socialization of successful Asian-American college students. Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 9, 85-91.
63. National Center for Education Statistics. (1992). National educational study of 1988: A profile of American eighth-gmde mathematics and science instruction (Statistical Analysis Report, NCECS 92-486). Washington, DC: U.S. Department of Education.
64. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
65. Nettles, S. M., & Pleck, J. H. (1994). Black adolescents in the United States, In R. J. Haggerty, L. R. Sherrod, N. Garmezy, &. M. Rutter (Eds.), Stress, risk, and resilience in children and adolescents: Processes, mechanistns, and interventions (pp. 147-181). New York: Cambridge University Press.
66. Norwich, B., & Duncan, J. (1990). Attitudes, subjective norm, perceived preventive factors, intentions and learning science: Testing a modified theory of reasoned action. British Journal of Educational Psychology, 60, 312-321.
67. Odubunmi, O., & Belogun, T. A. (1991). The effect of laboratory and lecture teaching methods on cognitive achievement in integrated science. Journal of Research in Science Teaching, 28(3), 213-234.
68. Ogbu, J. (1978). Minority education and caste. San Diego: Academic Press.
69. Ogbu, J. (1992). Understanding cultural diversity and learning. Educational Researcher, 12, 5-14.
70. Ogbu, J. U. (1991). Minority coping responses and school experience. Journal of Psychohistory, 18, 433-456.
71. O’Sullivan, C. Y., & Weiss, A. R. (1999). Student work and teacher practices in science: A report on what students know and can do (NCES 1999-455). Washington, DC: U.S. Department of Education.
72. Peng, S. S., & Wright, D. (1994). Explanation of academic achievement of Asian-American students. The Journal of Educational Research, 87, 346-352.
73. Piaget, J. (1970). Genetic epistemology. New York: Columbia University Press.
74. Radke-Yarrow, M., & Sherman, T. (1990). Hard-growing: Children who survive. In J. Rolf, A. S. Masten, D. Cicchetti, K. Neuchterlein, & S. Weintraub (Eds.), Risk and protective factors in the development of psychopathology. New York: Cambridge University Press.
75. Raizen, S. A., & Jones, L. V. (1985). Indicators of precollege education in science and mathematics: A preliminary review. Washington, DC: National Academy Press.
76. Rak, C. F., & Patterson, L. E. (1996). Promoting resilience in at-risk children. Journal of Counseling and Development, 74, 368-373.
77. Reynolds, A. J, (1998). Resilience among black urban youth: Prevalence, intervention effects, and mechanisms of influence. American Journal of Orthopsychiatry, 68, 84-100.
78. Richters, J., & Weintraub, S. (1990). Beyond diathesis: Toward an understanding of high-risk environments. In J. Rolf, A. S. Masten, D. Cicchetti, K. Neuchterlein, &. S. Weintraub (Eds.), Risk and protective factors in the development of psychopathology. Cambridge, England: Cambridge University Press.
79. Riechard, D. E. (1994). National science education standards: Around the reform bush … again? Clearing House, 67, 135-136.
80. Rodriguez, A. J. (1997). The dangerous discourse of invisibility: A critique of the National Research Council's national science education standards. Journal of Research in Science Teaching, 34(1), 19-37.
81. Rubin, D. B. (1987). Multiple imputation for nonresponse in surveys. New York: Wiley.
82. Rutter, M. (1979). Protective factors in children's responses to stress and disadvantage. In M. W. Kent & J. E. Rolf (Eds.), Primary prevention of psychopathology, Vol. 3: Social competence in children. Hanover, NH: University Press of New England.
83. Rutter, M. (1985). Resilience in the face of adversity: Protective factors and resistance to psychiatric disorders. British Journal of Psychiatry, 147, 598-611.
84. Rutter, M. (1987). Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57, 316-331.
85. Rutter, M. (1994). Stress research: Accomplishments and tasks ahead. In R. J. Haggerty, L. R. Sherrod, N. Garmezy, & M. Rutter (Eds.), Stress, risk, and resilience in children and adolescents: Processes, mechanisms, and interventions (pp. 354-386). New York: Cambridge University Press.
86. Seifer, R., & Sameroff, A. J. (1987). Multiple determinants of risk and invulnerability. In E. J. Anthony & B. J. Cohler (Eds.), The invulnerable child (pp. 51-69). New York: Guilford Press.
87. Skolnick, J., Langbort, C., & Day, L. (1982). How to encourage girls in math and science. Englewood Cliffs, NJ: Prentice-Hall.
88. Stohr-Hunt, P. M. (1996). An analysis of frequency of hands-on experience and science achievement. Journal of Research in Science Teaching, 33(1), 101-109.
89. Sue, S., & Okazaki, S. (1990). Asian-American educational achievement: A phenomenon in search of an explanation. American Psychologist, 45, 913-920.
90. van Welzenis, I. (1997). The self-concept of societally vulnerable and delinquent boys within the context of school and leisure activities. Journal of Adolescence, 20, 695-705.
91. von Glaserfeld, E. (1984). An introduction to racial constructivism. In P. Watzlawick (Ed.), The invented reality (pp. 17-40). New York: Norton.
92. von Glaserfeld, E. (1987). Learning as a constructive activity. In C. Janvier (Ed.), Problems of representation in the teaching and learning of mathematics (pp. 3-17). Hillsdale, NJ: Erlbaum.
93. Von Seeker, C. (2002). Effects of inquiry-based teacher practices on science excellence and equity. The Journal of Educational Research, 95, 151-160.
94. Von Seeker, C., & Lissitz, R. W. (1999). Estimating the impact of instructional practices on student achievement in science. Journal of Research in Science Teaching, 36(10), 1110-1126.
95. Wang, M. C., & Gordon, E. W. (1994). Educational resilience in inner-city America. Mahwah, NJ: Erlbaum.
96. Werner, E. E. (1989). High risk children in young adulthood: A longitudinal study from birth to 32 years. American Journal of Orthopsychiary, 59, 72-81.
97. Werner, E. E., & Smith, R. S. (1982). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York: McGraw-Hill.
98. Werner, E. E., & Smith, R. S. (1992). Overcoming the odds: High risk children from birth to adulthood. Ithaca, NY: Cornell University Press.
99. Wyman, P. A., Cowen, E. L., Work, W. C., & Kerley, J. H. (1993). The role of children's future expectations in self-esteem functioning and adjustment to 1 if e-stress: A prospective study of urban at-risk children. Development and Psychopathology, 5, 649-661.