Effects of a Literacy-Infused Science Intervention on English Learners' Science Learning in a Border District

Autor/inn/en	Zhen, Fubiao; Tong, Fuhui
Titel	Effects of a Literacy-Infused Science Intervention on English Learners' Science Learning in a Border District
Quelle	(2023), (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Rural Schools; Intervention; Science Instruction; Science Teachers; Literacy Education; Outcomes of Education; Comparative Analysis; Program Effectiveness; School Districts; Faculty Development; Computer Simulation; English Language Learners; Geographic Regions; Mentors; Coaching (Performance); Foreign Countries; Achievement Tests; Standardized Tests; Grade 5; Elementary School Students; English (Second Language); Second Language Learning; Second Language Instruction; Scaffolding (Teaching Technique); United States; Mexico; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lernleistung; Schulerfolg; School district; Schulbezirk; Computergrafik; Computersimulation; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; School year 05; 5. Schuljahr; Schuljahr 05; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; USA; Mexiko
Abstract	This study examined the effectiveness of a literacy-infused science (LIS) intervention on science learning of ELs from rural schools in the U.S.-Mexico border area. The intervention consists of teacher-level virtual professional development (VPD) and virtual mentoring and coaching (VMC), as well as a student-level LIS curriculum. Results from repeated measures ANOVA revealed that participating ELs improved their science learning outcomes after one year of learning, and ELs who received the LIS intervention significantly outperformed their peers who received regular science instructions without too much emphasis on literacy. Implications for science instructions for ELs and supporting rural school districts are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01