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Science achievement of english language learners in urban elementary schools: Results of a first-year professional development intervention

机译：城市小学英语学习者的科学成就：一年专业发展干预的结果

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摘要

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. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 31-52, 2008
机译：这项研究是一项为期5年的职业发展干预措施的一部分，旨在改善在高风险测试和责任感日益驱动的环境中，城市小学英语学习者（或ELL学生）的科学和读写能力。具体来说，该研究在由课程单位和教师讲习班组成的专业发展干预措施的第一年实施结束时检查了科学成就。该研究涉及七所治疗学校的1,134名三年级学生和八所比较学校的966名三年级学生。结果导致三个主要发现。首先，理科学生在科学成就上显示出统计学上的显着提高。其次，英语水平至其他语言使用者（ESOL）1至4级的学生与从ESOL退出或从未参加过ESOL的学生之间的成就提升在统计学上没有显着差异。同样，根据全州阅读测验成绩被录取的学生与从未被录用的学生之间在成就获得上也没有显着差异。第三，理科学生在全州数学测试中，特别是在干预措施中强调的衡量标准上，表现出比对等学生更高的分数。结果表明，通过我们的专业发展干预，ELL学生和参与干预的其他人学会了科学思考和推理，同时在高风险测试中也表现出色。 ©2007 Wiley Periodicals，Inc. J Res Sci Teach 45：31-52，2008

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  • 来源
    《Journal of Research in Science Teaching》 |2008年第1期|31-52|共22页
  • 作者

    Okhee Lee; Jaime Maerten-Rivera; Randall D. Penfield; Kathryn LeRoy; Walter G. Secada;

  • 作者单位

    School of Education, University of Miami, Coral Gables, Florida 33146;

    School of Education, University of Miami, Coral Gables, Florida 33146;

    School of Education, University of Miami, Coral Gables, Florida 33146;

    Miami-Dade County Public Schools, Elementary Curriculum and Instruction, Miami, Florida, 33132;

    School of Education, University of Miami, Coral Gables, Florida 33146;

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