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2006Research Conference | June 15–16

This conference highlighted the work of invited speakers, independent researchers who have received grant funds from the Institute of Education Sciences, and trainees supported through predoctoral training grants and postdoctoral fellowships. The presentations are those of the authors and do not necessarily represent the views of the U.S. Department of Education or the Institute of Education Sciences.
Hyatt Regency Washington on Capitol Hill
400 New Jersey Avenue, N.W.
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Improving the Teaching and Learning of Science through the CREDE Five Standards for Effective Pedagogy

Trish Stoddart, University of California, Berkeley
Roland Tharp, University of California, Berkeley

Abstract: This poster will describe the socio-cultural model of science education, developed by researchers at the Center for Research on Education, Diversity and Excellence (CREDE) at UC Berkeley, and discuss the impact on student achievement. The instructional approach incorporates the CREDE Five Standards for Effective Pedagogy (CFSEP) which identify specific and observable teacher actions that a substantial body of empirical research has demonstrated raise the achievement of culturally and linguistically diverse students and improve their motivation to learn. These standards include: 1) Joint Productive Activity: Teacher and Students Producing Together: 2) Instructional Conversation; 3) Developing Language and Literacy across the Curriculum: 4) Contextualization: Connecting School to Students' Lives: and 5) Teaching Complex Thinking. The highest order of implementation involves the integration of all five standards. In inquiry science instruction, the integration of the CFESP provides cultural and linguistic contextualization of higher order science concepts that makes them meaningful to students and through instructional conversation and joint productive activity supports them in articulating and representing their understanding. The poster will include text and video exemplars of the CFESP in elementary science classrooms. Student achievement data from CFESP classrooms will be presented that show significant improvements in student achievement across context and time when compared to non-CFESP classrooms. These data include informal assessments (concept maps, teacher classroom assessments) and standardized tests (SAT and Woodcock Munoz) that show improvement in student learning in science, language and literacy.