Relative effectiveness of alternative sequencing of middle-school science curriculum in terms of classroom learning environment and student attitudes
This study compared the relative effectiveness of two middle-school science curriculum sequences in terms of the learning environment and student attitudes towards science, as well as the differential effectiveness of the two curriculum sequences for minority and non-minority students. Additionally,...
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
Curtin University
2013
|
| Online Access: | http://hdl.handle.net/20.500.11937/1150 |
| _version_ | 1848743585396031488 |
|---|---|
| author | Long, Christopher Sean |
| author_facet | Long, Christopher Sean |
| author_sort | Long, Christopher Sean |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This study compared the relative effectiveness of two middle-school science curriculum sequences in terms of the learning environment and student attitudes towards science, as well as the differential effectiveness of the two curriculum sequences for minority and non-minority students. Additionally, associations between learning environment and student attitudes were examined. The sample consisted of 365 students in 15 grade 8 science classes in California and Texas. |
| first_indexed | 2025-11-14T05:47:54Z |
| format | Thesis |
| id | curtin-20.500.11937-1150 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T05:47:54Z |
| publishDate | 2013 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-11502017-02-20T06:39:13Z Relative effectiveness of alternative sequencing of middle-school science curriculum in terms of classroom learning environment and student attitudes Long, Christopher Sean This study compared the relative effectiveness of two middle-school science curriculum sequences in terms of the learning environment and student attitudes towards science, as well as the differential effectiveness of the two curriculum sequences for minority and non-minority students. Additionally, associations between learning environment and student attitudes were examined. The sample consisted of 365 students in 15 grade 8 science classes in California and Texas. 2013 Thesis http://hdl.handle.net/20.500.11937/1150 en Curtin University fulltext |
| spellingShingle | Long, Christopher Sean Relative effectiveness of alternative sequencing of middle-school science curriculum in terms of classroom learning environment and student attitudes |
| title | Relative effectiveness of alternative sequencing of middle-school science curriculum in terms of classroom learning environment and student attitudes |
| title_full | Relative effectiveness of alternative sequencing of middle-school science curriculum in terms of classroom learning environment and student attitudes |
| title_fullStr | Relative effectiveness of alternative sequencing of middle-school science curriculum in terms of classroom learning environment and student attitudes |
| title_full_unstemmed | Relative effectiveness of alternative sequencing of middle-school science curriculum in terms of classroom learning environment and student attitudes |
| title_short | Relative effectiveness of alternative sequencing of middle-school science curriculum in terms of classroom learning environment and student attitudes |
| title_sort | relative effectiveness of alternative sequencing of middle-school science curriculum in terms of classroom learning environment and student attitudes |
| url | http://hdl.handle.net/20.500.11937/1150 |