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Field Testing and Effectiveness
The Seeds of Science/Roots of Reading™ program has undergone extensive field testing to ensure effective use in diverse classrooms in urban, rural, and suburban settings.
Lawrence Hall of Science is dedicated to developing the most effective science and literacy curricula possible. As a part of this work, we invite independent researchers to evaluate the effectiveness of the curricula. During the 2007/2008 school year we are conducting a study in Georgia to evaluate the effectiveness of the Seeds/Roots units. This study will have a randomized experimental design. One group of teachers will use their current science materials to teach a specific topic. Another will use the new Seeds/Roots materials.
During the 2003–2004 school year, three Seeds/Roots units for second and third grade students were pilot tested in two classrooms each in the San Francisco Bay Area and were revised based on the evidence gathered. During the 2004–2005 school year, the revised units were field tested in schools across the United States. Teachers presented each unit in at least 20 classrooms.
The Seeds/Roots development team gathered student work from each unit and asked teachers in the field test classrooms to complete surveys and participate in interviews. Students in the field tests participated in pre- and post-tests in both science and literacy in order to gauge student gains through participation in the unit. We used the teacher surveys and student work samples to once again make changes to improve the units.
An independent and respected research organization, the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at the University of California, Los Angeles, conducted an extensive evaluation study, analyzing results and contacting field test teachers on their own. The following results are drawn from that report:
Evaluation results to date are very promising. While the findings reported here cannot be automatically generalized for all Seeds/Roots units, they do provide solid preliminary evidence that the Seeds/Roots approach to integrating inquiry science and literacy can have powerful positive effects on student learning. Preliminary evidence also suggests that positive effects may be strongest for girls and lower-achieving students, those traditionally underserved by science materials. (We expect to have more definitive information after the Georgia study.)
Teachers report positive outcomes in the classroom. CRESST evaluators interviewed a small sample of Seeds/Roots second and third grade teachers who presented the Soil Habitats and Shoreline Science units. All teachers reported that students were active and enthusiastic participants in the unit, regardless of previous achievement profiles. All found the materials, including the student science books, very useful. They thought the units gave well balanced attention to science and literacy and were very effective in helping
students grow in both areas. All interviewees said that they would use the Seeds/Roots materials again, given the opportunity. Many teachers expressed enthusiasm about an approach that embraces both science and literacy learning goals.
The full text of the CRESST report is available here.
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