An Analysis of Literacy Enhancement for Middle School Hispanic Students through Curriculum Integration.

Autor/in	Garcia, Eugene E.
Titel	An Analysis of Literacy Enhancement for Middle School Hispanic Students through Curriculum Integration.
Quelle	(1990), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Curriculum Development; Curriculum Research; Grade 7; Hispanic American Students; Instructional Effectiveness; Integrated Curriculum; Junior High Schools; Language Arts; Middle School Students; Middle Schools; Minority Group Children; Student Centered Curriculum + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research; Curriculumreform; Forschung; School year 07; 7. Schuljahr; Schuljahr 07; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Unterrichtserfolg; Sekundarstufe I; Sprachkultur; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	A study examined the effectiveness of a collaborative research and development project designed to enhance the academic competence of typically underserved minority students through instructional strategies which emphasize cooperative learning, maximize heterogeneous skill groupings, and focus on higher order thinking and communication skills. Subjects, 54 students from the primarily Hispanic Pajaro Middle School (California), participated in a year-long interdisciplinary, collaborative curriculum (developed by eight teachers and the University of California, Santa Cruz faculty) designed to maximize academic learning by integrating instruction in reading, writing, social science, and mathematics. Forty-eight students in the regular middle school program served as a control group. English speaking and bilingual students took the California Test of Basic Skills (CTBS) and the Language Assessment Scales Reading/Writing (LAS). Bilingual students were administered the Spanish Assessment of Basic Education (SABE). Results indicated that scores on the CTBS, LAS, and SABE were significantly higher for the project subjects than for non-project comparison group subjects on measures of reading comprehension, vocabulary, and writing. (Four tables and three figures of data are included; 20 references are attached.) (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC