Literaturnachweis - Detailanzeige
| Autor/inn/en | Marino, Matthew T.; Black, Anne C.; Hayes, Michael T.; Beecher, Constance C. |
|---|---|
| Titel | An Analysis of Factors that Affect Struggling Readers' Achievement during a Technology-Enhanced STEM Astronomy Curriculum |
| Quelle | In: Journal of Special Education Technology, 25 (2010) 3, S.35-47 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| Schlagwörter | STEM Education; Astronomy; Reading Difficulties; Science Achievement; Technology Uses in Education; Problem Based Learning; Middle School Students; Grade 6; Grade 7; Grade 8; Access to Education; Hierarchical Linear Modeling; Pretests Posttests; Problem Solving; Student Characteristics; Teacher Characteristics; School Effectiveness; Gender Differences STEM; Astronomie; Reading difficulty; Leseschwierigkeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Problem-based learning; Problemorientiertes Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Education; Access; Bildung; Zugang; Bildungszugang; Problemlösen; Schuleffizienz; Geschlechterkonflikt |
| Abstract | This article reports the findings of a study examining independent variables that contributed to the science, technology, engineering, and mathematics (STEM) achievement of students with reading difficulties who participated in a technology-enhanced astronomy curriculum. The curriculum incorporated key elements of the Universal Design for Learning (UDL) theoretical framework. Participants (N = 1153) included middle school students from 64 inclusive science classrooms. A two-level hierarchical linear model was developed to determine the contribution of student- and teacher/classroom-level factors to the prediction of posttest and problem-solving scores. Results reveal differences across schools in the effect of being in a lower reading ability group on performance on the posttest and problem-solving measures, with some students performing at a level commensurate with their proficient reading peers. Factors associated with differential performance are identified. Implications of these findings are discussed. Areas for future research are identified. (Contains 6 tables and 4 footnotes.) (As Provided). |
| Anmerkungen | Technology and Media Division of the Council for Exceptional Children. 2900 Crystal Drive Suite 1000, Arlington, VA 22202. e-mail: contactus@tamcec.org; Web site: http://www.tamcec.org/jset |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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