Measurement Instruction in the Context of Scientific Investigations with Diverse Student Populations

Autor/inn/en	Adamson, Karen; Secada, Walter; Maerten-Rivera, Jaime; Lee, Okhee
Titel	Measurement Instruction in the Context of Scientific Investigations with Diverse Student Populations
Quelle	In: School Science and Mathematics, 111 (2011) 6, S.288-299 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2011.00089.x
Schlagwörter	Hands on Science; Elementary School Science; Integrated Curriculum; Science Instruction; Mathematics Instruction; Measurement; Grade 3; Elementary School Students; Mathematics Achievement; Student Diversity; Instructional Effectiveness; English (Second Language); Second Language Learning + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Messverfahren; School year 03; 3. Schuljahr; Schuljahr 03; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	The purpose of this study was to investigate the impact of a hands-on science curriculum, which integrates mathematics and supports English language development, on third-grade students' mathematics achievement--specifically the measurement subscale of the statewide assessment. The data drew from a larger five-year research and development project consisting of reform-based science curriculum units and teacher workshops designed to promote effective science instruction while integrating mathematics and supporting English language development. The third-grade curriculum places a strong emphasis on measurement skills in the context of science inquiry. The third-grade students' performance on the measurement subscale of the statewide mathematics assessment in the treatment schools was compared with that of comparison schools using a hierarchical linear model. Students at the treatment schools performed significantly higher than students at the comparison schools. The results provide evidence that an integrated approach to mathematics and science instruction can benefit diverse student groups. (Contains 7 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10