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Strengthening science attitudes for newcomer middle school english learners: visually enriched integrated science and language instruction

Published on May 24, 2019in International Journal of Science Education1.25
· DOI :10.1080/09500693.2019.1585993
Thomas R. Tretter11
Estimated H-index: 11
(University of Louisville),
Yuliya Ardasheva8
Estimated H-index: 8
(Washington State University Tri-Cities)
+ 1 AuthorsAnna Karin Roo2
Estimated H-index: 2
(WSU: Washington State University)
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Abstract
ABSTRACTThis study investigated ways to foster positive science attitudes among newcomer first-year middle school English learners (n = 79) under two conditions: (1) Extended Science + Extended Literacy (planetarium-based visualisations + vocabulary + comic and trade books) and (2) Extended Science + Literacy (planetarium-based visualisations + vocabulary). The results indicated a statistically and practically meaningful increase in science attitudes (Cohen’s d = 0.43) after an 8-week science unit delivered under the Extended Science + Extended Literacy condition, which was maintained, but not increased, for the second 8-week unit under the Extended Science + Literacy condition. These results suggest that the combination of planetarium-based visualisations and comic and trade books can be effective for supporting newcomer ELs’ science attitudes. However, once achieved, this effect may be maintained with less intensive literacy (vocabulary only) support. Student judgments of the quality of the planetarium-...
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References61
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Published on Sep 3, 2018in Journal of Educational Research1.16
Yuliya Ardasheva8
Estimated H-index: 8
(Washington State University Tri-Cities),
Zhe Wang3
Estimated H-index: 3
(WSU: Washington State University)
+ 2 AuthorsJudith A. Morrison9
Estimated H-index: 9
(Washington State University Tri-Cities)
ABSTRACTThis experimental study explored the impact of representation + glossary label visuals on science outcomes in a sample of 174 Grade 7 English learners (ELs). Analysis of covariance results indicated that, regardless of English proficiency, ELs in both treatment and control conditions performed similarly on reading comprehension (p = .26) and triggered interest (p = .65) measures, with a trend in means favoring the no-visuals, control group. These findings suggest that, although recommend...
Yuliya Ardasheva8
Estimated H-index: 8
(Washington State University Tri-Cities),
Thomas R. Tretter11
Estimated H-index: 11
(University of Louisville)
This paper reports on the curriculum development stage for a larger science–literacy intervention for secondary school newcomers enrolled in an urban US school. After providing background to the study, we review literature on effective vocabulary instruction and report on the Science Vocabulary Support program development, refinement, and preliminary effectiveness evaluation in a sample of 92 emergent bilinguals. Results indicated that pre-to-post gains in student vocabulary retention were stati...
Published on Jan 1, 2017
Yuliya Ardasheva8
Estimated H-index: 8
(Washington State University Tri-Cities)
Language is critical to building knowledge in science as students are increasingly asked to read complex informational texts and to develop sophisticated means of oral and written expression, as expected by the Next Generation Science Standards [NGSS] (NGSS Lead States 2013). Developing literacy in content areas is particularly important for English language learners (ELLs), whose still-emergent academic English language skills often undermine their academic performance across subject areas (see...
Published on Nov 1, 2016in Educational Research Review5.20
E.R. Savelsbergh11
Estimated H-index: 11
(UU: Utrecht University),
Gjalt T. Prins7
Estimated H-index: 7
(UU: Utrecht University)
+ 4 AuthorsArthur Bakker23
Estimated H-index: 23
(UU: Utrecht University)
Many teaching approaches have been tried to improve student attitudes and achievement in science and mathematics education. Achievement effects have been synthesized, but a systematic overview of attitude effects is missing. This study provides a meta analytic review based on 56 publications (1988–2014), reporting 65 independent experiments that investigated the effects of teaching approaches on student attitudes in primary or secondary science or mathematics education. Five types of teaching ap...
Published on Jul 3, 2016in Reading & Writing Quarterly0.93
Diane August19
Estimated H-index: 19
(Center for Applied Linguistics),
Lauren Artzi3
Estimated H-index: 3
(Center for Applied Linguistics),
Christopher D. Barr13
Estimated H-index: 13
(UH: University of Houston)
The Common Core State Standards and the Next Generation Science Standards require students to understand and produce academic language that appears in informational text. Vocabulary is a critical domain of academic language, but English language learners (ELLs) come to the English Language Arts classroom with more limited English vocabulary than their English-proficient peers. This study compared 2 methods of vocabulary instruction: extended vocabulary instruction and embedded vocabulary instruc...
Published on Apr 1, 2016in American Educational Research Journal3.17
Lorena Llosa9
Estimated H-index: 9
,
Okhee Lee38
Estimated H-index: 38
+ 4 AuthorsMichael J. Kieffer28
Estimated H-index: 28
The authors evaluated the effects of P-SELL, a science curricular and professional development intervention for fifth-grade students with a focus on English language learners (ELLs). Using a randomized controlled trial design with 33 treatment and 33 control schools across three school districts in one state, we found significant and meaningfully sized intervention effects on a researcher-developed science assessment and the state science assessment. Subgroup analyses revealed that the P-SELL in...
Shu-Fen Lin3
Estimated H-index: 3
(NCUE: National Changhua University of Education),
Huann-shyang Lin16
Estimated H-index: 16
(NSYSU: National Sun Yat-sen University)
+ 1 AuthorsLarry D. Yore28
Estimated H-index: 28
(UVic: University of Victoria)
Comic books possessing the features of humour, narrative, and visual representation are deemed as a potential medium for science communication; however, empirical studies exploring the effects of comics are scarce. The purposes of this study were to examine and compare the impacts of a comic book and a text booklet on conveying the concepts of nanotechnology and to investigate public perceptions of using comics as a tool for science communication. A mixed-methods quasi-experimental design was us...
Published on Dec 1, 2014in American Educational Research Journal3.17
Nonie K. Lesaux31
Estimated H-index: 31
(Harvard University),
Michael J. Kieffer28
Estimated H-index: 28
(NYU: New York University)
+ 1 AuthorsJulie Russ Harris2
Estimated H-index: 2
(Harvard University)
We conducted a randomized field trial to test an academic vocabulary intervention designed to bolster the language and literacy skills of linguistically diverse sixth-grade students (N = 2,082; n = 1,469 from a home where English is not the primary language), many demonstrating low achievement, enrolled in 14 urban middle schools. The 20-week classroom-based intervention improved students’ vocabulary knowledge, morphological awareness skills, and comprehension of expository texts that included a...
Published on Sep 3, 2014in Journal of Educational Research1.16
Fuhui Tong10
Estimated H-index: 10
(A&M: Texas A&M University),
Beverly J. Irby14
Estimated H-index: 14
(SHSU: Sam Houston State University)
+ 1 AuthorsJanice Koch5
Estimated H-index: 5
(Hofstra University)
The authors examined the impact of 2 subsequent, longitudinal interdisciplinary interventions for 58 Hispanic English language learners (ELLs): (a) Grade 5 science with English language/reading embedded (i.e., science intervention) and (b) K-3 English language/reading with science embedded (i.e., language/reading intervention). Results revealed that (a) in the science intervention treatment ELLs outperformed their counterparts in English-reading fluency, knowledge of word meaning, and science an...
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