Chapter 5
Instructional DecisionMaking, Objectives, and
Activities
SCIENCE
Teachers’
Perceptions of
Their DecisionMaking Autonomy
Original Data for Slides 5–7
(not for presentation)
Table 5.1
Science Classes in Which Teachers Report Having Strong Control
Over Various Curriculum and Instruction Decisions, by Grade Range
Elementary
Determining the amount of homework to be assigned
Selecting teaching techniques
Choosing criteria for grading student performance
Determining course goals and objectives
Selecting content, topics, and skills to be taught
Selecting textbooks/modules
64
53
43
14
10
5
(2.7)
(2.5)
(3.3)
(2.0)
(1.8)
(1.1)
Percent of Classes
Middle
75
67
58
21
20
14
(3.2)
(3.6)
(3.5)
(3.0)
(2.9)
(2.7)
High
76
73
61
36
35
33
(1.9)
(2.0)
(2.3)
(2.3)
(2.7)
(2.6)
Elementary School Science Classes in Which Teachers
Report Having Strong Control Over Various Decisions
Determining the amount of homework to be
assigned
64
Selecting teaching techniques
53
Choosing criteria for grading student
performance
43
Determining course goals and objectives
14
Selecting content, topics, and skills to be
taught
10
Selecting textbooks/modules
5
0
20
40
60
80
Percent of Classes
100
Middle School Science Classes in Which Teachers
Report Having Strong Control Over Various Decisions
Determining the amount of homework to be
assigned
75
Selecting teaching techniques
67
Choosing criteria for grading student
performance
58
Determining course goals and objectives
21
Selecting content, topics, and skills to be
taught
20
Selecting textbooks/modules
14
0
20
40
60
80
Percent of Classes
100
High School Science Classes in Which Teachers Report
Having Strong Control Over Various Decisions
Determining the amount of homework to
be assigned
76
Selecting teaching techniques
73
Choosing criteria for grading student
performance
61
Determining course goals and objectives
36
Selecting content, topics, and skills to be
taught
35
Selecting textbooks/modules
33
0
20
40
60
80
Percent of Classes
100
Original Data for Slide 9
(not for presentation)
Table 5.3
Class Mean Scores for Curriculum Control and
Pedagogical Control Composites, by Subject and Grade Range
Mean Score
Curriculum
Pedagogical
Science Classes
Elementary
Middle
High
32
45
59
(1.7)
(2.2)
(1.6)
81
88
89
(1.2)
(1.3)
(0.7)
Science Class Mean Scores for Curriculum and
Pedagogical Control Composites, by Grade Range
Class Mean Score
100
81
80
89
88
59
60
45
40
32
20
0
Elementary
Curriculum
Middle
Pedagogical
High
Objectives of
Science Instruction
Original Data for Slides 12–14
(not for presentation)
Table 5.5
Science Classes with Heavy Emphasis on
Various Instructional Objectives, by Grade Range
Elementary
Understanding science concepts
Increasing students’ interest in science
Learning science process skills (e.g., observing, measuring)
Preparing for further study in science
Learning about real-life applications of science
Learning test taking skills/strategies
Memorizing science vocabulary and/or facts
59
56
47
35
46
22
10
(2.2)
(2.0)
(2.1)
(2.0)
(2.3)
(1.6)
(1.3)
Percent of Classes
Middle
80
57
54
40
45
24
10
(2.1)
(2.2)
(2.3)
(2.1)
(2.3)
(1.7)
(1.2)
High
80
50
49
46
45
22
13
(1.2)
(1.4)
(1.6)
(1.3)
(1.5)
(1.2)
(1.3)
Elementary School Science Classes with Heavy
Emphasis on Various Instructional Objectives
Understanding science concepts
59
Increasing students’ interest in science
56
Learning science process skills
47
Learning about real-life applications of
science
46
Preparing for further study in science
35
Learning test taking skills/strategies
22
Memorizing science vocabulary and/or facts
10
0
20
40
60
80
Percent of Classes
100
Middle School Science Classes with Heavy
Emphasis on Various Instructional Objectives
Understanding science concepts
80
Increasing students’ interest in science
57
Learning science process skills
54
Learning about real-life applications of
science
45
Preparing for further study in science
40
Learning test taking skills/strategies
24
Memorizing science vocabulary and/or facts
10
0
20
40
60
80
Percent of Classes
100
High School Science Classes with Heavy
Emphasis on Various Instructional Objectives
Understanding science concepts
80
Increasing students’ interest in science
50
Learning science process skills
49
Preparing for further study in science
46
Learning about real-life applications of
science
45
Learning test taking skills/strategies
22
Memorizing science vocabulary and/or facts
13
0
20
40
60
80
Percent of Classes
100
Class Activities
Original Data for Slides 17–25
(not for presentation)
Table 5.12
Science Classes in Which Teachers Report Using
Various Activities at Least Once a Week, by Grade Range
Elementary
Explain science ideas to the whole class
Engage the whole class in discussions
Have students work in small groups
Require students to supply evidence in support of their claims
Give tests and/or quizzes that are predominantly short-answer
(e.g., multiple choice, true /false, fill in the blank)
Do hands-on/laboratory activities
Have students represent and/or analyze data using tables, charts,
or graphs
Give tests and/or quizzes that include constructed-response/openended items
Have students write their reflections (e.g., in their journals) in
class or for homework
Have students read from a science textbook, module, or other
science-related material in class, either aloud or to themselves
Have students practice for standardized tests
Focus on literacy skills (e.g., informational reading or writing
strategies)
Engage the class in project-based learning (PBL) activities
Have students make formal presentations to the rest of the class
(e.g., on individual or group projects)
Have students attend presentations by guest speakers focused on
science and/or engineering in the workplace
Percent of Classes
Middle
High
88
90
72
54
(1.3)
(0.9)
(1.8)
(2.1)
96
92
79
64
(0.9)
(1.0)
(1.9)
(2.3)
95
83
83
61
(0.8)
(1.0)
(1.2)
(1.6)
31
55
(2.0)
(1.9)
44
62
(2.4)
(2.4)
44
70
(1.6)
(1.5)
44
(2.0)
54
(1.9)
58
(1.6)
21
(1.7)
36
(2.1)
40
(1.4)
44
(2.0)
44
(2.1)
21
(1.3)
48
19
(2.4)
(1.7)
56
23
(2.3)
(1.9)
37
20
(1.6)
(1.2)
48
(2.0)
44
(2.2)
25
(1.5)
30
(1.7)
23
(1.9)
18
(1.2)
12
(1.2)
10
(1.4)
9
(1.0)
3
(0.6)
3
(0.8)
2
(0.5)
Elementary School Science Classes Using
Various Activities at Least Once a Week
Engage the whole class in discussions
90
Explain science ideas to the whole class
88
Have students work in small groups
72
Do hands-on/laboratory activities
55
Require students to supply evidence for
claims
54
0
20
40
60
80
Percent of Classes
100
Elementary School Science Classes Using
Various Activities at Least Once a Week
Focus on literacy skills
48
Have students read from a textbook
48
Have students write their reflections
44
Have students represent data in
tables/graphs
44
Give tests and/or quizzes that are
predominantly short-answer
31
0
20
40
60
Percent of Classes
80
100
Elementary School Science Classes Using
Various Activities at Least Once a Week
Engage the class in project-based
learning activities
30
Give tests/quizzes that include
constructed/open-ended items
21
Have students practice for standardized
tests
19
Have students make formal
presentations to the rest of the class
12
Have students attend presentations by
guest speakers
3
0
20
40
60
80
Percent of Classes
100
Middle School Science Classes Using
Various Activities at Least Once a Week
Explain science ideas to the whole class
96
Engage the whole class in discussions
92
Have students work in small groups
79
Require students to supply evidence for
claims
64
Do hands-on/laboratory activities
62
0
20
40
60
80
Percent of Classes
100
Middle School Science Classes Using
Various Activities at Least Once a Week
Have students read from a textbook
56
Have students represent data in
tables/graphs
54
Focus on literacy skills
44
Have students write their reflections
44
Give tests and/or quizzes that are
predominantly short-answer
44
0
20
40
60
Percent of Classes
80
100
Middle School Science Classes Using
Various Activities at Least Once a Week
Give tests/quizzes that include
constructed/open-ended items
36
Engage the class in project-based
learning activities
23
Have students practice for standardized
tests
23
Have students make formal
presentations to the rest of the class
10
Have students attend presentations by
guest speakers
3
0
20
40
60
80
Percent of Classes
100
High School Science Classes Using Various
Activities at Least Once a Week
Explain science ideas to the whole class
95
Have students work in small groups
83
Engage the whole class in discussions
83
Do hands-on/laboratory activities
70
Require students to supply evidence for
claims
61
0
20
40
60
80
Percent of Classes
100
High School Science Classes Using Various
Activities at Least Once a Week
Have students represent data in
tables/graphs
58
Give tests and/or quizzes that are
predominantly short-answer
44
Give tests/quizzes that include
constructed/open-ended items
40
Have students read from a textbook
37
Focus on literacy skills
25
0
20
40
60
Percent of Classes
80
100
High School Science Classes Using Various
Activities at Least Once a Week
Have students write their reflections
21
Have students practice for standardized
tests
20
Engage the class in project-based
learning activities
18
Have students make formal
presentations to the rest of the class
9
Have students attend presentations by
guest speakers
2
0
20
40
60
80
Percent of Classes
100
Original Data for Slides 27–29
(not for presentation)
Table 5.14
Science Classes in Which Teachers Report that Students Use
Various Instructional Technologies at Least Once a Week, by Grade Range
Elementary
Percent of Classes
Middle
High
Internet
31 (2.9)
32 (2.7)
35 (2.2)
Personal computers, including laptops
21 (3.0)
23 (2.2)
31 (2.3)
Calculators/Graphing calculators†
8 (1.7)
2 (0.5)
19 (1.7)
Hand-held computers
2 (0.8)
4 (1.2)
9 (1.3)
Probes for collecting data
7 (2.1)
2 (0.6)
8 (1.1)
Classroom response system or “Clickers”
8 (2.8)
6 (1.0)
6 (1.0)
†
Elementary teachers were asked about their use of “calculators,” middle and high school teachers were asked about their use
of “graphing calculators.”
Elementary School Science Classes in Which Students
Use Various Technologies at Least Once a Week
Internet
31
Personal computers, including laptops
21
Classroom response system or “Clickers”
8
Calculators
8
Probes for collecting data
7
Hand-held computers
2
0
20
40
60
Percent of Classes
80
100
Middle School Science Classes in Which Students
Use Various Technologies at Least Once a Week
Internet
32
Personal computers, including laptops
23
Classroom response system or “Clickers”
6
Hand-held computers
4
Probes for collecting data
2
Graphing calculators
2
0
20
40
60
Percent of Classes
80
100
High School Science Classes in Which Students
Use Various Technologies at Least Once a Week
Internet
35
Personal computers, including laptops
31
Graphing calculators
19
Hand-held computers
9
Probes for collecting data
8
Classroom response system or “Clickers”
6
0
20
40
60
Percent of Classes
80
100
Original Data for Slides 31–33
(not for presentation)
Table 5.17
Science Classes Participating in Various
Activities in the Most Recent Lesson, by Grade Range
Elementary
Percent of Classes
Middle
High
Teacher explaining a science idea to the whole class
Whole class discussion
Students completing textbook/worksheet problems
Students doing hands-on/laboratory activities
89
91
43
52
(1.2)
(1.1)
(1.8)
(1.9)
89
77
51
50
(1.4)
(1.8)
(2.2)
(2.3)
90
67
59
39
(0.9)
(1.4)
(1.6)
(1.5)
Students reading about science
Teacher conducting a demonstration while students watched
Students using instructional technology
Test or quiz
Practicing for standardized tests
53
40
22
12
5
(2.2)
(2.0)
(1.5)
(1.2)
(0.8)
50
32
30
22
9
(2.1)
(2.4)
(2.0)
(2.0)
(1.2)
35
32
27
20
10
(1.5)
(1.4)
(1.4)
(1.4)
(0.8)
Elementary School Science Classes Participating in
Various Activities in the Most Recent Lesson
Whole class discussion
91
Teacher explaining an idea to whole class
89
Students reading about science
53
Students doing hands-on activities
52
Students completing worksheets
43
Teacher conducting a demonstration
40
Students using instructional technology
22
Test or quiz
12
Practicing for standardized tests
5
0
20
40
60
Percent of Classes
80
100
Middle School Science Classes Participating in
Various Activities in the Most Recent Lesson
Teacher explaining an idea to whole class
89
Whole class discussion
77
Students completing worksheets
51
Students reading about science
50
Students doing hands-on activities
50
Teacher conducting a demonstration
32
Students using instructional technology
30
Test or quiz
22
Practicing for standardized tests
9
0
20
40
60
Percent of Classes
80
100
High School Science Classes Participating in
Various Activities in the Most Recent Lesson
Teacher explaining an idea to whole class
90
Whole class discussion
67
Students completing worksheets
59
Students doing hands-on activities
39
Students reading about science
35
Teacher conducting a demonstration
32
Students using instructional technology
27
Test or quiz
20
Practicing for standardized tests
10
0
20
40
60
Percent of Classes
80
100
Original Data for Slide 35
(not for presentation)
Table 5.18
Average Percentage of Time Spent on Different
Activities in the Most Recent Science Lesson, by Grade Range
Average Percent of Class Time
Elementary
Middle
High
Whole class activities (e.g., lectures, explanations, discussions)
Small group work
Students working individually (e.g., reading textbooks, completing
worksheets, taking a test or quiz)
Non-instructional activities (e.g., attendance taking, interruptions)
43
32
(0.8)
(0.9)
40
31
(0.9)
(1.2)
43
30
(0.6)
(0.7)
19
6
(0.6)
(0.3)
20
10
(0.9)
(0.3)
18
9
(0.6)
(0.3)
Percentage of Time Spent on Different Activities in
the Most Recent Science Lesson, by Grade Range
Average Percent of Class Time
60
43
40
40
32
20
43
31
30
20
19
18
10
6
9
0
Elementary
Middle
High
Whole class activities
Small group work
Students work individually
Non-instructional activities
Homework and
Assessment
Practices
Original Data for Slide 38
(not for presentation)
Table 5.27
Amount of Homework Assigned in Classes per Week, by Subject and Grade Range
Elementary
Science
Fewer than 15 minutes per week
15–30 minutes per week
31–60 minutes per week
61–90 minutes per week
91–120 minutes per week
More than 120 minutes per week
73
17
7
2
0
0
(2.8)
(2.5)
(2.0)
(1.2)
(0.2)
(0.3)
Percent of Classes
Middle
22
29
30
14
3
2
(2.2)
(2.7)
(2.6)
(2.1)
(0.8)
(1.6)
High
9
17
34
24
7
9
(1.1)
(1.6)
(2.1)
(1.8)
(1.1)
(1.1)
Amount of Homework Assigned in Science
Classes per Week, by Grade Range
Percent of Classes
80
73
60
40
20
34
29 30
24
22
17
17
14
7
2
0
Elementary
<15 minutes/week
61–90 minutes/week
5
1
Middle
15–30 minutes/week
>90 minutes/week
16
9
High
31–60 minutes/week
Original Data for Slides 40–45
(not for presentation)
Table 5.28
Science Classes in Which Teachers Report Assessing Students
Using Various Methods in the Most Recent Unit, by Grade Range
Elementary
Questioned individual students during class activities to see if they
were “getting it”
Reviewed student work (e.g., homework, notebooks, journals,
portfolios, projects) to see if they were “getting it”
Assigned grades to student work (e.g., homework, notebooks, journals,
portfolios, projects)
Administered one or more quizzes and/or tests to assign grades
Went over the correct answers to assignments, quizzes, and/or tests
with the class as a whole
Administered one or more quizzes and/or tests to see if students were
“getting it”
Used information from informal assessments of the entire class (e.g.,
asking for a show of hands, thumbs up/thumbs down, clickers, exit
tickets) to see if students were “getting it”
Administered an assessment, task, or probe at the beginning of the unit
to find out what students thought or already knew about the key
science ideas
Had students use rubrics to examine their own or their classmates’
work
Percent of Classes
Middle
High
94
(0.9)
95
(1.4)
97
(0.5)
89
(1.4)
96
(0.7)
94
(0.7)
60
56
(1.8)
(2.4)
94
90
(0.9)
(1.5)
92
91
(0.7)
(0.7)
62
(2.2)
89
(1.7)
88
(1.0)
52
(2.5)
82
(1.7)
81
(1.3)
87
(1.3)
86
(1.8)
80
(1.3)
54
(2.0)
62
(2.1)
53
(1.4)
14
(1.5)
27
(2.0)
18
(1.2)
Elementary School Science Classes in Which Teachers
Report Assessing Students Using Various Methods in
the Most Recent Unit
Questioned students during class activities
94
Reviewed student work
89
Used information from informal
assessments of the entire class
87
Went over the correct answers to
assignments/quizzes/tests
62
Assigned grades to student work
60
0
20
40
60
Percent of Classes
80
100
Elementary School Science Classes in Which Teachers
Report Assessing Students Using Various Methods in
the Most Recent Unit
Administered quizzes and/or tests to assign
grades
56
Administered an assessment, task, or probe
at the beginning of the unit
54
Administered quizzes and/or tests to see if
students were “getting it”
52
Had students use rubrics to examine work
14
0
20
40
60
Percent of Classes
80
100
Middle School Science Classes in Which Teachers
Report Assessing Students Using Various Methods in
the Most Recent Unit
Reviewed student work
96
Questioned students during class activities
95
Assigned grades to student work
94
Administered quizzes and/or tests to assign
grades
90
Went over the correct answers to
assignments/quizzes/tests
89
0
20
40
60
Percent of Classes
80
100
Middle School Science Classes in Which Teachers
Report Assessing Students Using Various Methods in
the Most Recent Unit
Used information from informal
assessments of the entire class
86
Administered quizzes and/or tests to see if
students were “getting it”
82
Administered an assessment, task, or probe
at the beginning of the unit
62
Had students use rubrics to examine work
27
0
20
40
60
Percent of Classes
80
100
High School Science Classes in Which Teachers Report
Assessing Students Using Various Methods in the Most
Recent Unit
Questioned students during class activities
97
Reviewed student work
94
Assigned grades to student work
92
Administered quizzes and/or tests to assign
grades
91
Went over the correct answers to
assignments/quizzes/tests
88
0
20
40
60
Percent of Classes
80
100
High School Science Classes in Which Teachers Report
Assessing Students Using Various Methods in the Most
Recent Unit
Administered quizzes and/or tests to see if
students were “getting it”
81
Used information from informal
assessments of the entire class
80
Administered an assessment, task, or probe
at the beginning of the unit
53
Had students use rubrics to examine work
18
0
20
40
60
Percent of Classes
80
100
Original Data for Slide 47
(not for presentation)
Table 5.30
Frequency of Required External Testing in Classes, by Subject and Grade Range
Elementary
Science
Never
Once a year
Twice a year
Three or four times a year
Five or more times a year
50
17
8
16
9
(2.3)
(1.6)
(1.2)
(1.6)
(1.6)
Percent of Classes
Middle
21
28
13
23
15
(1.6)
(2.2)
(1.8)
(2.0)
(1.4)
High
30
35
13
14
9
(1.5)
(1.6)
(1.0)
(1.1)
(0.9)
Frequency of Required External Testing in
Science Classes, by Grade Range
60
Percent of Classes
50
40
35
30
28
23
21
20
17
16
8
13
15
13 14
9
9
0
Elementary
Never
Once a year
Middle
Twice a year
3–4 times a year
High
≥5 times a year
Original Data for Slides 49–51
(not for presentation)
Table 5.31
Classes Required to Take External Assessments Two
or More Times per Year, by Subject and Equity Factors
Percent of Classes
Science
Prior Achievement Level of Class
Mostly High Achievers
Average/Mixed Achievers
Mostly Low Achievers
Percent of Non-Asian Minority Students in Class
Lowest Quartile
Second Quartile
Third Quartile
Highest Quartile
Percent of Students in School Eligible for FRL
Lowest Quartile
Second Quartile
Third Quartile
Highest Quartile
36
36
53
(3.1)
(1.7)
(3.6)
26
30
38
52
(2.4)
(2.6)
(3.3)
(2.4)
33
35
45
50
(2.9)
(2.4)
(3.5)
(3.0)
Science Classes Required to Take External Assessments
Two or More Times per Year, by Prior Achievement Level
of Class
Percent of Classes
100
80
60
53
36
40
36
20
0
Mostly Low Achievers
Average/Mixed
Mostly High Achievers
Achievers
Prior Achievement Level of Class
Science Classes Required to Take External Assessments Two or
More Times per Year, by Percentage of Students in Class from
Historically Underrepresented Race/Ethnicity Groups
Percent of Classes
100
80
60
40
52
26
30
38
20
0
Lowest %
Second Quartile Third Quartile
Highest %
Underrepresented
Underrepresented
Quartiles of Classes Based on Percentage of Historically
Underrepresented Students in Class
Science Classes Required to Take External Assessments
Two or More Times per Year, by Percentage of Students
in School Eligible for Free/Reduced-Price Lunch
Percent of Classes
100
80
60
45
40
33
50
35
20
0
Lowest Poverty Second Quartile Third Quartile
Highest Poverty
Schools
Schools
Quartile of Schools Based on Percentage of Students Eligible for
Free-Reduced Lunch