Inquiry-Based Science in an Urban Setting
Findings demonstrate that a standards-based, inquiry science curriculum can lead to standardized achievement test gains in historically underserved urban students, when the curriculum is highly specified, developed, and aligned with professional development and administrative support. A scalable systemic reform effort in Detroit Public Schools used highly specified and developed project-based inquiry science units supported by professional development and learning technologies.
Log in to get this resource...
To view or download this resource, log in here.
Don't have an account yet?Register for free