Impact of a Multiyear Professional Development Intervention on Science Achievement of Culturally and Linguistically Diverse Elementary Students

Autor/inn/en	Lee, Okhee; Deaktor, Rachael; Enders, Craig; Lambert, Julie
Titel	Impact of a Multiyear Professional Development Intervention on Science Achievement of Culturally and Linguistically Diverse Elementary Students
Quelle	In: Journal of Research in Science Teaching, 45 (2008) 6, S.726-747 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20231
Schlagwörter	Urban Schools; Intervention; Science Achievement; Achievement Gains; Program Effectiveness; Grade 5; Grade 4; Faculty Development; Teaching Methods; Student Diversity; Workshops; Teacher Improvement; Teacher Attitudes; Science Instruction; Elementary School Teachers; Elementary School Students; Grade 3; Pretests Posttests; Teacher Influence; High Risk Students; Minority Groups; English (Second Language); Elementary School Science; Literacy; Cultural Influences + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Achievement gain; Leistungssteigerung; School year 05; 5. Schuljahr; Schuljahr 05; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode; Lernwerkstatt; Schulung; Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; Problemschüler; Ethnische Minderheit; English as second language; English; Second Language; Englisch als Zweitsprache; Alphabetisierung; Schreib- und Lesefähigkeit; Cultural influence; Kultureinfluss
Abstract	This study examined the impact of the 3-year implementation of a professional development intervention on science achievement of culturally and linguistically diverse elementary students. Teachers were provided with instructional units and workshops that were designed to improve teaching practices and foster positive beliefs about science and literacy with diverse student groups. The study involved third, fourth, and fifth grade students at six elementary schools in a large urban school district during the 2001 through 2004 school years. Significance tests of mean scores between pre- and posttests indicated statistically significant increases each year on all measures of science at all three grade levels. Achievement gaps among demographic subgroups sometimes narrowed among fourth grade students and remained consistent among third and fifth grade students. Item-by-item comparisons with NAEP and TIMSS samples indicated overall positive performance by students at the end of each school year. The consistent patterns of positive outcomes indicate the effectiveness of our intervention in producing achievement gains at all three grade levels while also reducing achievement gaps among demographic subgroups at the fourth grade. (Contains 10 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10