Investigating the Impact of a Literacy-Infused Science Intervention on Economically Challenged Students' Science Achievement: A Case Study from a Rural District in Texas

Autor/inn/en	Irby, Beverly J.; Tong, Fuhui; Lara-Alecio, Rafael; Tang, Shifang; Guerrero, Cindy; Wang, Zhuoying; Zhen, Fubiao
Titel	Investigating the Impact of a Literacy-Infused Science Intervention on Economically Challenged Students' Science Achievement: A Case Study from a Rural District in Texas
Quelle	In: Science Insights Education Frontiers, 9 (2021) 1, S.1123-1141 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Irby, Beverly J.) ORCID (Tong, Fuhui) ORCID (Lara-Alecio, Rafael) ORCID (Tang, Shifang) ORCID (Guerrero, Cindy) ORCID (Wang, Zhuoying) ORCID (Zhen, Fubiao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2644-058X
Schlagwörter	Rural Schools; Low Income Students; Science Achievement; Science Instruction; Literacy Education; Grade 5; Intermediate Grades; Faculty Development; Mentors; Coaching (Performance); Inquiry; Program Effectiveness; Evidence Based Practice; Science Curriculum; Videoconferencing; Vocabulary Development; Technology Integration; Educational Technology; Computer Simulation; Reading Assignments; Reading Skills; Writing Skills; Listening Skills; Language Skills; Teacher Competencies; Texas; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 05; 5. Schuljahr; Schuljahr 05; Mittelstufe; Wortschatzarbeit; Unterrichtsmedien; Computergrafik; Computersimulation; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Language skill; Sprachkompetenz; Lehrkunst
Abstract	In this empirical study we examined the effect of a literacy-infused science intervention on fifth grade economically challenged students' science achievement in the curriculum-based and standardized assessments. A total of 27 treatment students and 20 comparison students from two intermediate schools in a rural district in South Texas in the United States participated in the present study. The intervention consisted of ongoing, structured, bi-weekly virtual professional development (VPD) with virtual mentoring and coaching (VMC) at the teacher level and literacy-infused science lessons with inquiry-based learning delivered at the student level. Results revealed a significant and positive intervention effect in favor of treatment students as reflected in higher normal curve equivalent scores in the standardized science assessment and higher scores in curriculum-based assessment. We conclude that the literacy-infused science intervention, inclusive of evidence-based curriculum, VPD, and VMC, is particularly beneficial for promoting science learning for the students in rural areas with educational and economical challenges due to geographic isolation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01