Andrew McConney

TL;DR: In this paper, a 12-year longitudinal study of science concept learning is reported, where data gathered from clinical interviews given before and after instruction were transformed from their raw, propositional form to concept maps, which represented specific pre-and post-instruction concept meanings held by students.

TL;DR: In this paper, the authors examined the relationship between school SES and student outcomes by asking two research questions: 1) how does the association vary for students of different socioeconomic backgrounds? In other words, is the association stronger for students from lower SES backgrounds than for higher SES background? 2) How does the relationship vary across schools with different socioeconomic compositions? In particular, are increases in school socioeconomic composition consistently associated with increases in student academic achievement?

TL;DR: The authors investigated how graduating and early career teachers perceive resilient teachers and found that resilience for teachers comprises characteristics that are multi-dimensional and overlapping, and that views of resilience may develop according to teachers' career stage.

TL;DR: This article found that increases in school socio-economic status are consistently associated with an increase in students' academic performance, and that this relationship holds regardless of individual students' socioeconomic status.

TL;DR: This paper found that science students who report experiencing low levels of inquiry-oriented learning activities are found to have above average levels of science literacy, but below-average levels of interest in science, and below average levels on six variables that reflect students' engagement in science.