Science Achievement of English Language Learners in Urban Elementary Schools: Results of a First-Year Professional Development Intervention

Autor/inn/en	Lee, Okhee; Maerten-Rivera, Jaime; Penfield, Randall D.; LeRoy, Kathryn; Secada, Walter G.
Titel	Science Achievement of English Language Learners in Urban Elementary Schools: Results of a First-Year Professional Development Intervention
Quelle	In: Journal of Research in Science Teaching, 45 (2008) 1, S.31-52 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20209
Schlagwörter	Intervention; Elementary Schools; Science Achievement; Achievement Gains; Reading Tests; Testing; Academic Achievement; Mathematics Tests; Second Language Learning; High Stakes Tests; English (Second Language); Professional Development; Literacy; Urban Schools; Grade 3; Scores + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Achievement gain; Leistungssteigerung; Lesetest; Testdurchführung; Testen; Schulleistung; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Alphabetisierung; Schreib- und Lesefähigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	This study is part of a 5-year professional development intervention aimed at improving science and literacy achievement of English language learners (or ELL students) in urban elementary schools within an environment increasingly driven by high-stakes testing and accountability. Specifically, the study examined science achievement at the end of the first-year implementation of the professional development intervention that consisted of curriculum units and teacher workshops. The study involved 1,134 third-grade students at seven treatment schools and 966 third-grade students at eight comparison schools. The results led to three main findings. First, treatment students displayed a statistically significant increase in science achievement. Second, there was no statistically significant difference in achievement gains between students at English to Speakers of Other Language (ESOL) levels 1 to 4 and students who had exited from ESOL or never been in ESOL. Similarly, there was no significant difference in achievement gains between students who had been retained on the basis of statewide reading test scores and students who had never been retained. Third, treatment students showed a higher score on a statewide mathematics test, particularly on the measurement strand emphasized in the intervention, than comparison students. The results indicate that through our professional development intervention, ELL students and others in the intervention learned to think and reason scientifically while also performing well on high-stakes testing. (Contains 6 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10