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Tytuł pozycji:

Pedagogical differences during a science and language intervention for English language learners.

Tytuł :
Pedagogical differences during a science and language intervention for English language learners.
Autorzy :
Garza, Tiberio
Huerta, Margarita
Lara-Alecio, Rafael
Irby, Beverly J.
Tong, Fuhui
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Temat :
LIMITED English-proficient students
FIFTH grade (Education)
OBSERVATION (Educational method)
SCIENCE education
ACADEMIC achievement
Źródło :
Journal of Educational Research. 2018, Vol. 111 Issue 4, p487-496. 10p. 3 Charts, 1 Graph.
Czasopismo naukowe
The purpose of this study was to compare and describe 8 fifth-grade classrooms by their teachers pedagogy during a quasiexperimental, longitudinal, and field-based project focused on increasing English language learners' (ELLs') achievement in science and language. The larger study found statistically significant and positive intervention effects in favor of the treatment group on measures of science and language achievement. This study adds an in-depth analysis of the teacher pedagogical practices contributing to students' science and language achievement as captured by an observational instrument used during the project. Results from the analysis show how treatment teachers, when compared to control teachers, focused on activities promoting verbal and written interaction among the students and dense cognitive language use during science inquiry instruction. The findings support the importance of effectively using language in the science classroom to improve ELLs' science and language achievement. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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