The research design for this project is cross-sectional, and is designed to generate data which is descriptive (observational) and associative and/or correlational (quasi-experimental). This project will compare the quality, quantity, and cost of science instruction provided by classroom generalists, science specialists, and a model that incorporates both roles. This project collects original data using school records or policy documents; assessments of learning and achievement tests; personal observation; structured interview-administered questionnaire (face-to-face, computer assisted interview and telephone); and face-to-face and telephone semi-structured interviews.
Student scores on the FOSS curriculum’s unit assessments and the state’s standardized science test will be used to estimate student learning. District and school budget data will be used to contribute to the estimates of cost-effectiveness. Science kit inventories will be used to contribute to measuring the quantity and quality of science instruction provided. Student demographic data and teacher qualification and employment data will be used descriptively and as covariates in models science teaching and learning.
A variety of analyses methods will be used according to the research question of interest. Methods will include multi-level modeling, logistic and linear regressions, ANOVA and MANOVA, and analysis of categorical variables, and descriptive statistics.