Developing and Validating a Science Notebook Rubric for Fifth-Grade Non-Mainstream Students

Autor/inn/en	Huerta, Margarita; Lara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.
Titel	Developing and Validating a Science Notebook Rubric for Fifth-Grade Non-Mainstream Students
Quelle	In: International Journal of Science Education, 36 (2014) 11, S.1849-1870 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.879623
Schlagwörter	Scoring Rubrics; Science Instruction; Student Journals; Academic Discourse; Concept Formation; Economically Disadvantaged; Hispanic American Students; African American Students; English Language Learners; Native Speakers; Content Validity; Reliability; Generalizability Theory; Middle School Students; Grade 5; Texas + Suchen Sie Ihr Suchwort? Scoring formulas; Auswertungsbogen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Studentenzeitung; Discourse; Diskurs; Concept learning; Begriffsbildung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Muttersprachler; Reliabilität; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	We present the development and validation of a science notebook rubric intended to measure the academic language and conceptual understanding of non-mainstream students, specifically fifth-grade male and female economically disadvantaged Hispanic English language learner (ELL) and African-American or Hispanic native English-speaking students. The science notebook rubric is based on two main constructs: academic language and conceptual understanding. The constructs are grounded in second-language acquisition theory and theories of writing and conceptual understanding. We established content validity and calculated reliability measures using G theory and percent agreement (for comparison) with a sample of approximately 144 unique science notebook entries and 432 data points. Results reveal sufficient reliability estimates, indicating that the instrument is promising for use in future research studies including science notebooks in classrooms with populations of economically disadvantaged Hispanic ELL and African-American or Hispanic native English-speaking students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10