Relative effectiveness of alternative sequencing of middle-school science curriculum in terms of classroom learning environment and student attitudes

dc.contributor.author	Long, Christopher Sean
dc.contributor.supervisor	Dr Christine Howitt
dc.contributor.supervisor	Professor Barry Fraser
dc.contributor.supervisor	Dr Rekha Koul
dc.date.accessioned	2017-01-30T09:59:33Z
dc.date.available	2017-01-30T09:59:33Z
dc.date.created	2013-11-20T05:57:00Z
dc.date.issued	2013
dc.identifier.uri	http://hdl.handle.net/20.500.11937/1150
dc.description.abstract	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.
dc.language	en
dc.publisher	Curtin University
dc.title	Relative effectiveness of alternative sequencing of middle-school science curriculum in terms of classroom learning environment and student attitudes
dc.type	Thesis
dcterms.educationLevel	PhD
curtin.department	Science and Mathematics Education Centre
curtin.accessStatus	Open access

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