Challenging Courses, Student Achievement, and Barriers to Implementation

Authors: Rachel Cochran, Bernadette Mullins, Jason Fulmore, John Mayer

We draw the following conclusions from the quantitative and qualitative data collected in this study. (1) Our main hypothesis is supported: students in high implementing grades showed more growth in test scores than students in moderate or low implementing grades. (2) Our main hypothesis is supported even when data from the high socio-economic status school district is excluded from the analysis. (3) Many teachers who have experienced challenging inquiry-based instruction first-hand as a learner report the desire to provide a similar experience for their own students.  However, teachers perceive a number of barriers to implementation.

We expect this research to contribute to the literature regarding student achievement. We also expect it to inform the design of professional development programs that seek to provide teachers with challenging inquiry-based learning experiences and also address obstacles to implementing such classroom instruction in the middle grades.

 

References

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