Literaturnachweis - Detailanzeige
Autor/inn/en | Jackson, Julie K.; Ash, Gwynne |
---|---|
Titel | Science Achievement for All: Improving Science Performance and Closing Achievement Gaps |
Quelle | In: Journal of Science Teacher Education, 23 (2012) 7, S.723-744 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1046-560X |
DOI | 10.1007/s10972-011-9238-z |
Schlagwörter | Academic Achievement; Achievement Gap; Student Diversity; Poverty; Intervention; Teaching Methods; Science Instruction; Vocabulary Development; Improvement Programs; English Language Learners; Inservice Teacher Education; Instructional Effectiveness; Lesson Plans; Elementary School Science; Science Achievement; Inquiry; Program Effectiveness; Texas |
Abstract | This article addresses the serious and growing need to improve science instruction and science achievement for all students. We will describe the results of a 3-year study that transformed science instruction and student achievement at two high-poverty ethnically diverse public elementary schools in Texas. The school-wide intervention included purposeful planning, inquiry science instruction, and contextually rich academic science vocabulary development. In combination, these instructional practices rapidly improved student-science learning outcomes and narrowed achievement gaps across diverse student populations. (As Provided). |
Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |