Literaturnachweis - Detailanzeige
| Autor/inn/en | Fayon, Annia K.; Goff, Emily; Duranczyk, Irene M. |
|---|---|
| Titel | Impacting Attitudes of ELL Students: Integrated Learning Communities in Introductory Science Courses |
| Quelle | In: Learning Assistance Review, 15 (2010) 2, S.7-19 (13 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1087-0059 |
| Schlagwörter | Scientific Principles; Graduation Requirements; Limited English Speaking; Higher Education; Student Attitudes; Disproportionate Representation; College Students; Science Education; Introductory Courses; Withdrawal (Education); Academic Failure; Learning Activities; Discourse Communities; Cooperative Learning; STEM Education; Achievement Gap; Minnesota |
| Abstract | In large introductory science courses at the postsecondary level, there is significant anecdotal evidence of traditionally underrepresented students disengaging from the lectures, resulting in withdrawals or failures. Because these science courses often fulfill graduation requirements and provide the students with broad introductions to basic scientific principles, success in these courses is paramount to students' success at the postsecondary level. In this paper, we illustrate how integrated learning communities contribute to the development of positive attitudes and beliefs necessary for the success of ELL students, and suggest strategies for enhancing students' self-regulation. (Contains 5 tables and 1 figure.) (As Provided). |
| Anmerkungen | National College Learning Center Association. Web site: http://www.nclca.org/tlar.htm |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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