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Enhancing Science Performance of Middle-School Students with and without Developmental and Behavioral-Based Disabilities Using the Content Acquisition Podcast Professional Development Approach

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Title: Enhancing Science Performance of Middle-School Students with and without Developmental and Behavioral-Based Disabilities Using the Content Acquisition Podcast Professional Development Approach
Language: English
Authors: VanUitert, Victoria J. (ORCID 0000-0003-3927-3850), Kennedy, Michael J., Peeples, Katherine N., Romig, John Elwood, Mathews, Hannah M., Rodgers, Wendy J.
Source: Journal of Research in Science Teaching. Mar 2023 60(3):515-543.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 29
Publication Date: 2023
Sponsoring Agency: National Center for Special Education Research (NCSER) (ED/IES)
Contract Number: R324B130023
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Students with Disabilities, Developmental Disabilities, Behavior Problems, Science Education, Vocabulary Development, Science Achievement, Professional Development, Middle School Teachers, Science Teachers, Inclusion, Audio Equipment, Information Dissemination
DOI: 10.1002/tea.21808
ISSN: 0022-4308
1098-2736
Abstract: Understanding science allows students with and without developmental and behavioral-based (DB) disabilities to better appreciate the world around them as well as prepare them for the growing science-related job market. However, students in the United States consistently underperform on science achievement tests compared to students from other nations. This underperformance could be attributed, in part to science having many specialized vocabulary terms that are not often taught explicitly, leaving students with incomplete or inaccurate understandings of word meanings. Improving science vocabulary instructional practices may support students with and without DB disabilities in enhancing their science achievement. To address this need, researchers implemented multicomponent multimedia professional development (PD) to support middle-school science teachers in delivering high-quality vocabulary instruction in inclusive settings. In this paper, data collected from a study evaluating the efficacy of the PD were analyzed to determine the influence on student outcomes using ANOVA and multilevel modeling methodologies. Though initial results indicate a promising impact on teacher instructional practices, little is known whether teacher participation in the PD affected student science vocabulary and content knowledge growth. Using multilevel modeling, student science knowledge growth was evaluated following their teachers' exposure to the PD. The findings from this study indicate having indirect exposure to PD had a positive effect on science content knowledge for students with and without DB disabilities (N = 980). In addition, the authors found students with DB disabilities whose teachers had access to PD showed a larger gain in science knowledge than general education students whose teachers did not have access to the PD.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2023
Accession Number: EJ1368454
Database: ERIC
FullText Text:
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  Data: Enhancing Science Performance of Middle-School Students with and without Developmental and Behavioral-Based Disabilities Using the Content Acquisition Podcast Professional Development Approach
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  Data: <searchLink fieldCode="AR" term="%22VanUitert%2C+Victoria+J%2E%22">VanUitert, Victoria J.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3927-3850">0000-0003-3927-3850</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kennedy%2C+Michael+J%2E%22">Kennedy, Michael J.</searchLink><br /><searchLink fieldCode="AR" term="%22Peeples%2C+Katherine+N%2E%22">Peeples, Katherine N.</searchLink><br /><searchLink fieldCode="AR" term="%22Romig%2C+John+Elwood%22">Romig, John Elwood</searchLink><br /><searchLink fieldCode="AR" term="%22Mathews%2C+Hannah+M%2E%22">Mathews, Hannah M.</searchLink><br /><searchLink fieldCode="AR" term="%22Rodgers%2C+Wendy+J%2E%22">Rodgers, Wendy J.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Science+Teaching%22"><i>Journal of Research in Science Teaching</i></searchLink>. Mar 2023 60(3):515-543.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 29
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Disabilities%22">Developmental Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Achievement%22">Science Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Audio+Equipment%22">Audio Equipment</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Dissemination%22">Information Dissemination</searchLink>
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  Data: 10.1002/tea.21808
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  Data: 0022-4308<br />1098-2736
– Name: Abstract
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  Data: Understanding science allows students with and without developmental and behavioral-based (DB) disabilities to better appreciate the world around them as well as prepare them for the growing science-related job market. However, students in the United States consistently underperform on science achievement tests compared to students from other nations. This underperformance could be attributed, in part to science having many specialized vocabulary terms that are not often taught explicitly, leaving students with incomplete or inaccurate understandings of word meanings. Improving science vocabulary instructional practices may support students with and without DB disabilities in enhancing their science achievement. To address this need, researchers implemented multicomponent multimedia professional development (PD) to support middle-school science teachers in delivering high-quality vocabulary instruction in inclusive settings. In this paper, data collected from a study evaluating the efficacy of the PD were analyzed to determine the influence on student outcomes using ANOVA and multilevel modeling methodologies. Though initial results indicate a promising impact on teacher instructional practices, little is known whether teacher participation in the PD affected student science vocabulary and content knowledge growth. Using multilevel modeling, student science knowledge growth was evaluated following their teachers' exposure to the PD. The findings from this study indicate having indirect exposure to PD had a positive effect on science content knowledge for students with and without DB disabilities (N = 980). In addition, the authors found students with DB disabilities whose teachers had access to PD showed a larger gain in science knowledge than general education students whose teachers did not have access to the PD.
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        Value: 10.1002/tea.21808
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      – Text: English
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        PageCount: 29
        StartPage: 515
    Subjects:
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Developmental Disabilities
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      – SubjectFull: Behavior Problems
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      – SubjectFull: Science Education
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Professional Development
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      – SubjectFull: Middle School Teachers
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      – TitleFull: Enhancing Science Performance of Middle-School Students with and without Developmental and Behavioral-Based Disabilities Using the Content Acquisition Podcast Professional Development Approach
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