Abstract
Statewide science assessment scores of more than 50 K-12 schools in Florida that implemented The Leader in Me, a student leadership development process, were examined. The results show that after three years of implementation, students scored statistically significantly higher on the state science assessment. Further examination of the multi-year data and related research reveal similarities (collaboration, problem-solving, and creative thinking) between best practices for effective science teaching and learning as articulated in the best practices for science classrooms embedded in the Next Generation Science Standards and the leadership components embedded in The Leader in Me. These similarities may provide insight into the value of student leadership development for improving science achievement. The findings also shed light on the influence of instructional practices of teachers on creating engaging and effective learning environments.
| Original language | American English |
|---|---|
| Pages (from-to) | 10-18 |
| Number of pages | 9 |
| Journal | Advances in Global Education and Research |
| Volume | 3 |
| State | Published - 2019 |
Keywords
- science instruction
- leadership development
- whole school transformation
- next generation science standards
- organizational improvement
Disciplines
- Education
- Educational Leadership