Efficacy Studies

  • More
    By Goldschmidt, Pete
    The National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2010

    The National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at the University of California, Los Angeles conducted a study on the grades 3–4 unit Light Energy. The study compared student learning from the Light Energy unit with that of students who experienced the usual science curriculum for the same topics. The study took place in a state where light energy topics are in the state standards at grade 4. A total of 94 classrooms took part, with 47 in the Seeds of Science/Roots of Reading group and 47 in the “business-as-usual” comparison group. CRESST found that the Seeds of Science/Roots of Reading intervention resulted in “statistically and substantively higher student performance in science content, vocabulary, and writing.” In addition, teachers reported that they found the Light Energy unit usable, effective, and engaging.

  • More
    By Duesbery, Luke, Jacob Werblow, and Todd Twyman
  • More
    By Wang, Jia, and Joan Herman
    National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California, Los Angeles, 2005

    This independent evaluation study examines how two Seeds of Science/Roots of Reading units affect student interest, motivation, and learning, as well as evaluates the units’ quality, usability, and utility. The units were found to be beneficial to both students and teachers, with students making significant achievement gains and teachers demonstrating high motivation to use the materials. Note the unit Terrarium Investigations is now called Soil Habitats.

  • More
    By Hanauer, David
    Indiana University of Pennsylvania, 2005

    This report presents findings of an in-depth qualitative investigation on the use of science-literacy materials in the pilot test of the first Seeds of Science/Roots of Reading unit, Shoreline Science. The author describes how scientific knowledge develops, and the role of multiliteracy in this development. Seeds of Science/Roots of Reading curriculum developers used the author’s findings and recommendations as they revised Shoreline Science for publication and refined the Seeds of Science/Roots of Reading model.

  • More
    By Girod, Mark
    The Vermont Institutes and Western Oregon University, 2005

    Two research studies examine how a Seeds of Science/Roots of Reading unit, compared to units from two other curriculum programs, impacts student affect, interest, identity, understanding of the nature of science (NOS), conceptual understanding, and the degree of transfer to out-of-school contexts. Each study demonstrates a clear and compelling “value added” of the Seeds unit over the other two units. Note the unit Terrarium Investigations is now called Soil Habitats.