The purpose of this research was to determine how peer coaching affected different aspects of science achievement such as student use of crosscutting concepts, academic language, and science content. This mixed-methods study took place in a Title One urban middle school. Two class periods were involved in this study, a control class (n = 7) and a treatment class (n = 15). Data was collected from student responses to a final performance task assessment of a Next Generation Science Standards (NGSS) based light optics unit and from teacher observation notes that were taken during the weekly review sessions which incorporated peer coaching. Data was scored based on student competency levels and analyzed using a Mann-Whitney U test. The results of this study indicate that although this study did not return statistically significant data, peer coaching offers the potential to benefit middle school students’ science achievement due to the academically supportive discussions that it encourages in the classroom.
|Commitee:||Colburn, Alan, Shanahan, Therese|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 58/01M(E), Masters Abstracts International|
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