Integrating Literacy and Science Instruction in High School Biology: Impact on Teacher Practice, Student Engagement, and Student Achievement

Autor/inn/en	Greenleaf, Cynthia; Hanson, Thomas; Herman, Joan; Litman, Cindy; Madden, Sarah; Rosen, Rachel; Boscardin, Christy; Schneider, Steve; Silver, David
Institution	National Center for Research on Evaluation, Standards, and Student Testing (CRESST); WestEd; National Science Foundation (NSF)
Titel	Integrating Literacy and Science Instruction in High School Biology: Impact on Teacher Practice, Student Engagement, and Student Achievement
Quelle	(2009), (79 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Biology; Science Instruction; Literacy Education; Interdisciplinary Approach; Periodicals; Books; Fiction; High School Students; Learning Processes; Reading Achievement; African American Students; Hispanic American Students; Comparative Analysis; Student Attitudes; Faculty Development; Reading Instruction; Textbooks; Teaching Methods; Outcomes of Education; Correlation; Institutional Characteristics; Financial Support; Academic Language; Science Achievement; Achievement Gap; Assignments; Teacher Attitudes; Standardized Tests; Scores; Apprenticeships; California + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Book; Buch; Monographie; Monografie; Fiktion; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Learning process; Lernprozess; Leseleistung; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Schülerverhalten; Leseunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Korrelation; Finanzielle Förderung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Assignment; Auftrag; Zuweisung; Lehrerverhalten; Standadised tests; Standardisierter Test; Apprenticeship; Lehre; Kalifornien
Abstract	This study investigates the effects of integrating literacy instruction with biology coursework on high school student learning. It would investigate the relationship between the growth in reading achievement and biology learning. It will target schools serving especially large populations of African American and Latino students. The project will include use a randomized experimental design with multiple measures of student learning, classroom observations, surveys, and interviews for validating quantitative results. The researchers have consulted research studies of reading practices. The project would create a professional development reading apprenticeship program to prepare teachers. Teachers will also be provided with funds to supplement their textbooks with science magazines, trade books, and fiction related to biology topics in the state curriculum frameworks. The study will occur in cities of California. Teachers will be assigned to immediate or delayed intervention randomly assigned to treatment and control groups. (As Provided).
Anmerkungen	National Science Foundation. 4201 Wilson Boulevard, Arlington, VA 22230. Tel: 703-292-7000; e-mail: NSBoffice@nsf.gov; Web site: http://www.nsf.gov
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01