Where’s the science in science education?In a recent blog post, Robert Slavin, Director of the Center for Research and Reform in Education at Johns Hopkins University, describes how when conducting a review of effective elementary science programs, the literature review of science articles from the past 30 years yielded only 23 articles that met standards for inclusion. For more information read the article
Slavin, R. E., Lake, C., Hanley, P., & Thurston, A. (2014, April 29). Experimental evaluations of elementary science programs: A best‐evidence synthesis. Retrieved April 02, 2018
- Posted: May 7, 2018
Home » Best Practices » Slavin, R. E., Lake, C., Hanley, P., & Thurston, A. (2014, April 29). Experimental evaluations of elementary science programs: A best‐evidence synthesis. Retrieved April 02, 2018
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- Why Poverty Matters
- Poverty Data Sources
- Neuroscience & the Classroom
- Why Resources Matter
- 1 – Build Relationships
- 2 – Decrease Stress
- 3 – Increase Status
- 4 – Increase Hope
- 5 – Proactively Guide
- 6 – Use “Me” Strategies
- 7 – Understand Goals of Misbehavior
- 8 – Decrease Health Impacts
- 9 – Build Family/Community Partnerships
- 10 – Align Instruction & Assessment
- 11 – Motivate
- 12 – Grow Mindsets
- 13 – Build Background Knowledge
- 14 – Grow Executive Function
- 15 – Build Memory Trace
- 16 – Grow Emotional & Soft Skills
- 17 – Purposefully Teach
- 18 – Explicitly Teach
- 19 – Question Strategically
- 20 – Use Data
- 21 – Make Learning Fun
- 22 – Accommodate
- 23 – Infuse the Arts
- 24 – Maintain High Expectations
- 25 – Lead