Science Research

Prentice Hall Science Research Overview

Pearson Prentice Hall is proud of the fact that for over half a century we have used a variety of types of research as a base on which to build our instructional materials. Over the years, we have worked collaboratively with our authors to make continual program improvements based on empirical, scientific research.

Three Phases of Research

Prentice Hall Science programs are based on research that describes how students learn science well and provides classroom-based evidence to validate program effectiveness. The three phases of research described below are integrated into the development of Prentice Hall Science programs. The goal of establishing such rigorous research methods is to ensure that the program developed enables all students to learn the science skills and concepts they need for academic success and for everyday life.

Prentice Hall's research is cyclical and ongoing, and provides evidence of a program's overall effectiveness based principally on students' test scores. Previous science programs provide a strong basis for success. What we learn about the effectiveness of our previous programs informs the instructional design of our new programs.

Pearson Prentice Hall analyzes students' pretest and posttest scores with national districts and school-level data of users of the program. This process allows for continual monitoring of performance and learning from results on an ongoing basis. We also conduct third-party research on an ongoing basis to compare results from school districts using Prentice Hall Science programs with matched school district not using our program. We us this information to continually monitor student success and identify how well our program works.

(1) Exploratory Needs Assessment

Along with periodic surveys concerning curriculum issues and challenges, we conduct specific product development research, which includes discussions with teachers and advisory panels, focus groups, and quantitative surveys. We explore the specific needs of teachers, students, and other educators regarding each book we develop.

In conjunction with Prentice Hall authors, secondary research is done to explore educational research about learning. This research is then incorporated into our instructional strategy and pedagogy to make a more effective science program.

(2) Formative, Protype Development and Field Testing

During this phase of research, we work to develop prototype materials. We then test the materials, including field testing with students and teachers, and qualitative and quantitative evaluations of different kinds. We receive solid feedback about our lesson structure in our early prototype testing. Results are channeled back into the program development for improvement.

(3) Summative, Validation Research

Finally, we conduct longer-term research based on scientific, experimental designs under actual classroom conditions. This research identifies what works and what can be improved in revisions. We also continue to monitor the program in the market. We talk to our users about what works, and then we begin the cycle over again. This phase involves control-group research designs, and when appropriate, there are longitudinal designs that are multi-year designs.

It is important to note that Pearson Prentice Hall uses this research to subsequently inform the development of the next program. Hence our three phases of scientific research form a cycle that is truly ongoing.