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Investigating Teachers' Use of Literacy-Infused Science Strategies: A Mixed Methods Study

التفاصيل البيبلوغرافية
العنوان: Investigating Teachers' Use of Literacy-Infused Science Strategies: A Mixed Methods Study
اللغة: English
المؤلفون: Allison M. Esparza (ORCID 0000-0002-6670-7389), Kenneth Fleming (ORCID 0000-0002-6728-5317), Henan Zhang (ORCID 0000-0002-5205-7434), Huiwen Pang (ORCID 0000-0002-3951-6050), Cindy Guerrero (ORCID 0000-0002-9968-6684), Rafael Lara-Alecio (ORCID 0000-0001-5007-3580), Beverly J. Irby (ORCID 0000-0002-3560-2381), Fuhui Tong (ORCID 0000-0003-0555-892X)
المصدر: Discover Education. 2023 2(1).
الإتاحة: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 20
تاريخ النشر: 2023
Sponsoring Agency: Department of Education (ED)
National Science Foundation (NSF)
Contract Number: U411B160011
DRL0822343
نوع الوثيقة: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 7
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Interdisciplinary Approach, Grade 7, Teaching Methods, Science Teachers, Faculty Development, Reading, Literacy, Science Instruction
DOI: 10.1007/s44217-023-00050-1
تدمد: 2731-5525
مستخلص: The 2019 science results from the National Assessment of Educational Progress showed that 8th-grade students, especially economically challenged and emergent bilingual students, made few gains in science and reading achievement. Researchers have found that scientific language may be a significant barrier to student comprehension. Researchers have advocated for integrating effective literacy strategies into the science curriculum to assist students in science and reading outcomes. We investigated the enactment of literacy-infused science strategies of a group of participating seventh-grade science teachers in a federally funded project following monthly virtual professional development sessions. Results indicated that teachers self-reported an overall increase in their use of literacy-infused science strategies after participating in monthly literacy-infused virtual professional development.
Abstractor: As Provided
Entry Date: 2024
رقم الأكسشن: EJ1419559
قاعدة البيانات: ERIC
الوصف
تدمد:2731-5525
DOI:10.1007/s44217-023-00050-1