Investigating teachers’ use of literacy-infused science strategies: A mixed methods study

Author:

Esparza Allison M.ORCID,Fleming KennethORCID,Zhang HenanORCID,Pang HuiwenORCID,Guerrero CindyORCID,Lara-Alecio RafaelORCID,Irby Beverly J.ORCID,Tong FuhuiORCID

Abstract

AbstractThe 2019 science results from the National Assessment of Educational Progress showed that 8th-grade students, especially economically challenged and emergent bilingual students, made few gains in science and reading achievement. Researchers have found that scientific language may be a significant barrier to student comprehension. Researchers have advocated for integrating effective literacy strategies into the science curriculum to assist students in science and reading outcomes. We investigated the enactment of literacy-infused science strategies of a group of participating seventh-grade science teachers in a federally funded project following monthly virtual professional development sessions. Results indicated that teachers self-reported an overall increase in their use of literacy-infused science strategies after participating in monthly literacy-infused virtual professional development.

Funder

U.S. Department of Education, Investing in Innovation Program

Publisher

Springer Science and Business Media LLC

Reference107 articles.

1. National Assessment of Educational Progress. NAEP report card. Reading. 2019.

2. National Assessment of Educational Progress. NAEP report card. Science. 2019.

3. Anthony B, Anthony LG, Morrel T, Acosta M. Evidence for social and behavior problems in low-income, urban preschoolers: effects of site, classroom, and teacher. J Youth Adolesc. 2005;34:31–9. https://doi.org/10.1007/s10964-005-1334-y.

4. Oades-Sese GV, Esquivel GB, Kaliski PK, Maniatis L. A longitudinal study of the social and academic competence of economically disadvantaged bilingual preschool children. Dev Psychol. 2011;47(3):747–64. https://doi.org/10.1037/a0021380.

5. Lee VE, Burkham DT. Inequality at the starting gate: social background differences in achievement as children begin school. Washington: Economic Policy Institute; 2002.

Cited by 1 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Empowering Transformation;Advances in Library and Information Science;2024-02-23

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3