A promising science and literacy instructional model with Hispanic fifth grade students |
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| Authors: | Julie K Jackson Margarita Huerta Tiberio Garza |
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| Institution: | 1. Department of Curriculum and Instruction, College of Education, Texas State University, San Marcos, Texas, USA;2. jj32@txstate.edu;4. College of Education, Department of Early Childhood Multilingual, and Special Education, University of Nevada, Las Vegas, Las Vegas, Nevada, USA;5. College of Education, Educational Psychology and Higher Education, University of Nevada, Las Vegas, Las Vegas, Nevada, USA |
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| Abstract: | AbstractThis study evaluated the Science and Literacy Instructional Model aimed at helping primarily Hispanic bilingual/English Learners (ELs) and economically disadvantaged fifth grade students with science achievement as measured by high-stakes standardized science achievement scores. The model combined purposeful planning, innovative academic vocabulary instruction, and a Lesson Design Lab. Difference-in proportions tests were used to determine if students at two school campuses showed positive achievement gains on a state science test. This study found statistically significant results with medium to large effect sizes at both campuses. Findings contribute to much needed research, practice, and policy in the area of effective models to assist both teachers and students in an era of high-stakes testing. |
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| Keywords: | Bilingual students high-stakes tests Hispanic students English learners professional development science achievement interactive word walls |
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