Publication Date

12-2014

Date of Final Oral Examination (Defense)

8-11-2014

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Curriculum and Instruction

Department

Curriculum, Instruction, and Foundational Studies

Supervisory Committee Chair

Ted J. Singletary, Ph.D.

Supervisory Committee Member

Keith W. Thiede, Ph.D.

Supervisory Committee Member

Melinda Hamilton, Ph.D

Supervisory Committee Member

Michele Carney, Ph.D.

Supervisory Committee Member

Sasha Wang, Ph.D.

Abstract

Elementary science education provides a platform for intellectual development, building a foundation of scientific literacy and a first entry point into interest in Science, Technology, Engineering, and Mathematics (STEM) fields. A significant body of research on elementary science education clearly defines what high-quality science education should look like at the elementary level. However, there is little understood about how to implement high-quality science instruction effectively within a school system. Prior research indicates that this problem is further compounded in low socioeconomic elementary schools by a lack of resources, time, and high teacher mobility. I used descriptive research to identify the presence of the key elements to elementary science reform within Idaho public schools that demonstrated consistent high science achievement. Survey responses were collected from principals and teachers from both low and high socioeconomic schools. The results of this study provide insight into how Idaho is currently defining high achievement in elementary science education and the value that Idaho schools are placing on science instruction at the elementary level. The results of this study also suggest a road map for where Idaho needs to focus efforts to achieve high-quality science achievement at the elementary level.

Additional Files
107-SB13-103 Original Approval.pdf (105 kB)
IRB Approval Letter
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