A Promising Science and Literacy Instructional Model with Hispanic Fifth Grade Students

Autor/inn/en	Jackson, Julie K.; Huerta, Margarita; Garza, Tiberio
Titel	A Promising Science and Literacy Instructional Model with Hispanic Fifth Grade Students
Quelle	In: Journal of Educational Research, 113 (2020) 2, S.79-92 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jackson, Julie K.) ORCID (Huerta, Margarita) ORCID (Garza, Tiberio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2020.1728734
Schlagwörter	Science Achievement; Academic Achievement; Models; Science Instruction; Literacy Education; English (Second Language); Second Language Learning; Bilingual Students; Elementary School Students; Economically Disadvantaged; Grade 5; High Stakes Tests; Vocabulary Development; Teaching Methods; Visual Aids; Instructional Innovation; Teacher Empowerment; Faculty Development; Lesson Plans; Hispanic American Students; Texas; Texas Essential Knowledge and Skills + Suchen Sie Ihr Suchwort? Schulleistung; Analogiemodell; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 05; 5. Schuljahr; Schuljahr 05; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; Educational Innovation; Bildungsinnovation; Lesson planning; Unterrichtsplanung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	This study evaluated the Science and Literacy Instructional Model aimed at helping primarily Hispanic bilingual/English Learners (ELs) and economically disadvantaged fifth grade students with science achievement as measured by high-stakes standardized science achievement scores. The model combined purposeful planning, innovative academic vocabulary instruction, and a Lesson Design Lab. Difference-in proportions tests were used to determine if students at two school campuses showed positive achievement gains on a state science test. This study found statistically significant results with medium to large effect sizes at both campuses. Findings contribute to much needed research, practice, and policy in the area of effective models to assist both teachers and students in an era of high-stakes testing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01