Three constructs of equitable participation: coherence, relevance, and contribution¶

Theory · All theories
Evidence · 2 claims (2 for) · 3 studies (3 review), q2 · 0 of 3 report an effect size · 1 claim rests on one study

Description¶

The article organizes student experience measurement around three constructs that prior research indicates "together provide a good predictor of equity in science classrooms." Coherence refers to student perspectives of the progressions of their learning experiences and whether these are driven by student questions, ideas, or investigations. Relevance is rooted in expectancy value theory, concerning connections between students' interests and identities and classroom activities. Contribution positions students as epistemic agents and partners in knowledge building. Each SEET survey contains 10 questions aligned with these constructs, answered yes, no, or not sure.

Design Implications¶

Context¶

Requirements¶

• Surveys are administered at the discretion of the teacher who selects specific lessons on which to gather feedback, drawing on experience sampling methodology

Constraints¶

• The study applied these constructs only to student experience data disaggregated by race/ethnicity and gender, not other dimensions of inequity

Target Learners¶

• middle school science students

Target Learning Objectives¶

• student perceptions of coherent, relevant, and contribution-oriented science instruction

Claims¶

• Students find OpenSciEd units relevant and coherent, with over 90% reporting relevance and 87% reporting the lesson ties to the bigger picture [+M]
• OpenSciEd materials equitably support student participation and engagement across racial, gender, and linguistic groups, per field-test SEET and teacher-report data [+M]

Related Theories¶

• The OpenSciEd storyline instructional model: coherence from the students' perspective via four teaching routines

Examples¶

• OpenSciEd's five distinctive instructional principles

Key Sources¶

• Ali Raza, Tamara Sumner and William R. Penuel. (2024). The Science Student Electronic Exit Ticket (SEET) System: Visualizations to Help Teachers Notice and Reflect on Classroom Inequalities. Journal of Learning Analytics, 11(1), 87-100. https://doi.org/10.18608/jla.2024.8199