PEER-REVIEWED PUBLICATION
Diamond, B. S., Maerten-Rivera, J., & Lee, O. (2017). Effects of a multiyear curricular and professional development intervention on elementary teachers’ science content knowledge. Florida Journal of Educational Research, 55.
http://www.feraonline.org/fjer/2017/Diamond.55(2).pdf
Abstract
This study examined the effectiveness of a fifth grade science curriculum and professional development intervention at increasing teachers’ science content knowledge (SCK) over time. SCK was measured using a teacher knowledge test written at the fifth grade content level and a questionnaire scale with items asking teachers how knowledgeable they felt. Longitudinal multilevel modeling was used to examine the change in both a treatment and a control group. Results demonstrated that the intervention resulted in an increase in both measures of SCK for the treatment group after the first year and that this increase was sustained. In contrast, the control group had smaller consistent growth across all 3 years.
Diamond, B. S. (2016). Effects of authentic research on undergraduate biology student achievement when controlling for college admissions test scores and high school grade point average. Florida Journal of Educational Research, 54. http://feraonline.org/fjer/2016/Diamond.54%281%29.pdf
Abstract
Universities throughout the world are working to improve science student achievement. An authentic research-based science curriculum for undergraduate science majors was implemented at a major private university. Because most involved students were majoring in life sciences, cumulative GPA, biology GPA, and upper-level biology GPA were used as outcome measures of student achievement. Participation in the program, college admissions test scores, high school GPA, gender, cohort, and major were used as predictors in the multiple linear regression models. The overall model accounted for 44% of the between student variance. Authentic research was found to improve biology student achievement compared to a control group when introductory coursework was included in the GPA calculation, but not when upper-level biology courses were examined without introductory courses. College admission test scores and high school GPA were found to be significant predictors of student achievement according to all three outcome measures. The advantages of accounting for prior student achievement when evaluating program success are discussed.
Diamond, B. S. (2014). Evolution in the science curriculum: The need for a middle ground. Journal of Education and Training Studies, 2(4). DOI:10.11114/jets.v2i4.488
Abstract
Debates over the teaching of evolution and creationism in schools abound, and very few people seem to actually know the arguments of the opposing viewpoint. Perhaps more importantly, the debate is generally waged between members with extreme views on each side, while the silent majority holds views that are more moderate. This paper describes the various belief systems that come into play in this debate, concentrating on the various forms of Judeo-Christian creationism and the theory of evolution. The paper then goes on to describe the history of the debate itself, including laws that have been passed in response to this debate, and the effects the debate is having on the way evolution is (or is not) being taught in schools. The conclusion discusses how the ideas of evolution and creationism do not have to be mutually exclusive, but that there is a proper time and place to teach each viewpoint.
Diamond, B. S., Maerten-Rivera, J., Rohrer, R.E., & Lee, O. (2014). Effectiveness of a curricular and professional development intervention at improving elementary teachers’ science content knowledge and student achievement outcomes: Year 1 results. Journal of Research in Science Teaching, 51, 635-658. DOI 10.1002/tea.21148
Abstract
Teacher knowledge of science content is an important but rarely studied construct. An intervention including a fifth grade science curriculum and professional development was studied to determine its effects on teacher science content knowledge as measured by a science knowledge test, a questionnaire, and classroom observations. These three measures, along with college science courses taken, were then used to examine the effect of teacher science content knowledge on student achievement outcomes. The intervention had a significant effect on the treatment group teachers’ science knowledge test scores and questionnaire responses compared to the control group, but not on the classroom observation ratings. Teachers’ scores on the science knowledge test were found to be the largest significant teacher-level predictor of student achievement outcomes.
Diamond, B. S., Maerten-Rivera, J., Rohrer, R., & Lee, O. (2013). Elementary teachers’ science content knowledge: Relationships among multiple measures. Florida Journal of Educational Research, 51(1), 1-20. http://feraonline.org/fjer/2013/Diamond.51%281%29.pdf
Abstract
The purpose of this study is to examine the relationships between measures of teacher science content knowledge using multiple instruments. The study sample included 203 elementary school teachers who were given a teacher questionnaire and a science test. A random subsample of 62 teachers was observed during their science instruction. In addition, all teachers were asked the number of science courses they took in college. Significant positive correlations were found between science test scores and both self-reported science knowledge on the questionnaire and classroom observation scores and between science courses taken and self-reported science knowledge. These results suggest that measures of teacher content knowledge be reevaluated, because they are not interchangeable, as is often assumed in much of the literature.
PEER-REVIEWED CONFERENCE PRESENTATIONS
Diamond, B. S. (2015, April). Effects of Authentic Research on Undergraduate Biology Student Achievement. Paper to be presented at the annual meeting of the National Association for Research in Science Teaching, Chicago, IL.
Diamond, B. S., Maerten-Rivera, J., & Lee, O. (2014, April). Effect of a Curricular and Professional Development Intervention on Elementary Teachers' Science Content Knowledge. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Pittsburgh, PA.
Diamond, B. S., Maerten-Rivera, J., & Lee, O. (2013, April). A professional development intervention's effectiveness on elementary teachers' science content knowledge and student achievement outcomes. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Juan, PR.
Diamond, B. S., Maerten-Rivera, J., & Lee, O. (2013, January). Effectiveness of curricular and professional development intervention on elementary teachers’ science content knowledge and student achievement outcomes: Year 1 results. Paper presented at the annual meeting of the Association for Science Teacher Education, Charleston, SC.
Diamond, B. S., Maerten-Rivera, J., Rohrer, R., & Lee, O. (2012, November). The effect of teacher science content knowledge on student achievement as measured by the Science FCAT. Paper presented at the annual meeting of the Florida Educational Research Association, Gainesville, FL.
Diamond, B. S., Maerten-Rivera, J., Rohrer, R., & Lee, O. (2012, March). Intervention effect on elementary teachers’ science content knowledge: Year 1 results. In O. Lee (Chair), Promoting science among English language learners (P-SELL) efficacy study. Symposium conducted at the annual meeting of the National Association for Research in Science Teaching, Indianapolis, IN.
Lindskoog, G. O., Maerten-Rivera, J., Diamond, B. S., & Lee, O. (2012, March). Teachers’ perceptions of high-stakes testing and accountability in elementary science: Baseline results. In O. Lee (Chair), Promoting science among English language learners (P-SELL) efficacy study. Symposium conducted at the annual meeting of the National Association for Research in Science Teaching, Indianapolis, IN.
Diamond, B. S., Maerten-Rivera, J., Rohrer, R., & Lee, O. (2011, November). Elementary teacher science content knowledge: relationships among multiple measures before and after curricular and professional development intervention. Paper presented at the annual meeting of the Florida Educational Research Association, Orlando, FL.
Lindskoog, G. O., Maerten-Rivera, J., Diamond, B. S., & Lee, O. (2011, November). Teachers’ perceptions of high-stakes testing and accountability of diverse student groups in elementary science. Paper presented at the annual meeting of the Florida Educational Research Association, Orlando, FL.