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首页> 外文期刊>Science education >Science Achievement of English Language Learners in Urban Elementary Schools: Fourth-Grade Student Achievement Results From a Professional Development Intervention
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Science Achievement of English Language Learners in Urban Elementary Schools: Fourth-Grade Student Achievement Results From a Professional Development Intervention

机译：城市小学英语学习者的科学成就：来自专业发展干预的四年级学生成就结果

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摘要

As part of a 5-year professional development intervention aimed at improving science and literacy achievement of English language learning (ELL) students in urban elementary schools, this study examined fourth-grade students’ science achievement across a 3-year (2005–2008) implementation of our professional development intervention consisting of curriculum units and teacher workshops. Analyses were conducted with 1,758 students at six schools that participated in the intervention. The results of this study reveal several central findings. First, students in the treatment group displayed a statistically significant increase in science achievement from pre- to posttest. Second, there was no statistically significant difference in achievement gains between students at English to Speakers of Other Languages (ESOL) Levels 1–4 and students who had exited from ESOL or never been in ESOL. Third, there was no significant difference in achievement gains based on the year of participation in the intervention. Finally, students in the treatment group scored substantially lower on National Assessment of Educational Progress (NAEP) and Trends in International Mathematics and Science Study (TIMSS) items than the norm group at the pretest, but higher than the norm group at posttest. These results indicate that ELL students’ improved achievement on the science test was a result of effective inquiry-based science instruction as promoted in the professional development intervention.
机译：作为旨在改善城市小学英语学习（ELL）学生的科学和读写能力的5年专业发展干预措施的一部分，本研究调查了三年（2005-2008年）四年级学生的科学成绩。实施我们的专业发展干预措施，包括课程单位和教师研讨会。对参与干预的六所学校的1,758名学生进行了分析。这项研究的结果揭示了几个主要发现。首先，治疗组的学生从测试前到测试后的科学成就在统计学上都有显着提高。其次，英语水平至其他语言使用者（ESOL）1至4级的学生与退出ESOL或从未参加过ESOL的学生之间，在成就获得上没有统计学上的显着差异。第三，根据参与干预的年份，成就的获得没有显着差异。最后，治疗组的学生在国家教育进展评估（NAEP）和国际数学和科学研究的趋势（TIMSS）项上的得分比预测时的规范组低很多，但比后测时的规范组高。这些结果表明，ELL学生在科学考试中取得的成就之所以提高，是由于在专业发展干预措施中得到了有效的基于询问的科学指导的结果。

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