An instructional intervention's impact on the science and literacy achievement of culturally and linguistically diverse elementary students

Okhee Lee, Rachael A. Deaktor, Juliet Barnett, Peggy Cuevas, Craig Enders

Research output: Contribution to journalArticle

94 Citations (Scopus)

Abstract

This research examined the impact of the first-year implementation of an instructional intervention to promote achievement and equity in science and literacy for culturally and linguistically diverse elementary students. The research addressed three areas: (a) overall science and literacy achievement, (b) achievement gaps among demographic subgroups, and (c) comparison with national (NAEP) and international (TIMSS) samples of students. The research involved 1,523 third- and fourth-grade students at six elementary schools in a large urban school district. Significance tests of mean scores between pre- and posttests indicate statistically significant increases on all measures of science and literacy at both grade levels. While achievement gaps widened with third graders on some of the measures, the gaps tended to narrow with fourth graders. The results based on item-by-item comparisons with NAEP TIMSS samples of students indicated overall positive performance of the students in the research at the end of the school year.

Original languageEnglish (US)
Pages (from-to)857-887
Number of pages31
JournalJournal of Research in Science Teaching
Volume42
Issue number8
DOIs
StatePublished - Oct 2005
Externally publishedYes

Fingerprint

literacy
Students
science
student
significance test
school
elementary school
equity
school grade
district
performance

ASJC Scopus subject areas

  • Education
  • Engineering(all)

Cite this

An instructional intervention's impact on the science and literacy achievement of culturally and linguistically diverse elementary students. / Lee, Okhee; Deaktor, Rachael A.; Barnett, Juliet; Cuevas, Peggy; Enders, Craig.

In: Journal of Research in Science Teaching, Vol. 42, No. 8, 10.2005, p. 857-887.

Research output: Contribution to journalArticle

@article{e15deaf4e1194ad69f221f4166aa1c52,
title = "An instructional intervention's impact on the science and literacy achievement of culturally and linguistically diverse elementary students",
abstract = "This research examined the impact of the first-year implementation of an instructional intervention to promote achievement and equity in science and literacy for culturally and linguistically diverse elementary students. The research addressed three areas: (a) overall science and literacy achievement, (b) achievement gaps among demographic subgroups, and (c) comparison with national (NAEP) and international (TIMSS) samples of students. The research involved 1,523 third- and fourth-grade students at six elementary schools in a large urban school district. Significance tests of mean scores between pre- and posttests indicate statistically significant increases on all measures of science and literacy at both grade levels. While achievement gaps widened with third graders on some of the measures, the gaps tended to narrow with fourth graders. The results based on item-by-item comparisons with NAEP TIMSS samples of students indicated overall positive performance of the students in the research at the end of the school year.",
author = "Okhee Lee and Deaktor, {Rachael A.} and Juliet Barnett and Peggy Cuevas and Craig Enders",
year = "2005",
month = "10",
doi = "10.1002/tea.20071",
language = "English (US)",
volume = "42",
pages = "857--887",
journal = "Journal of Research in Science Teaching",
issn = "0022-4308",
publisher = "John Wiley and Sons Inc.",
number = "8",

}

TY - JOUR

T1 - An instructional intervention's impact on the science and literacy achievement of culturally and linguistically diverse elementary students

AU - Lee, Okhee

AU - Deaktor, Rachael A.

AU - Barnett, Juliet

AU - Cuevas, Peggy

AU - Enders, Craig

PY - 2005/10

Y1 - 2005/10

N2 - This research examined the impact of the first-year implementation of an instructional intervention to promote achievement and equity in science and literacy for culturally and linguistically diverse elementary students. The research addressed three areas: (a) overall science and literacy achievement, (b) achievement gaps among demographic subgroups, and (c) comparison with national (NAEP) and international (TIMSS) samples of students. The research involved 1,523 third- and fourth-grade students at six elementary schools in a large urban school district. Significance tests of mean scores between pre- and posttests indicate statistically significant increases on all measures of science and literacy at both grade levels. While achievement gaps widened with third graders on some of the measures, the gaps tended to narrow with fourth graders. The results based on item-by-item comparisons with NAEP TIMSS samples of students indicated overall positive performance of the students in the research at the end of the school year.

AB - This research examined the impact of the first-year implementation of an instructional intervention to promote achievement and equity in science and literacy for culturally and linguistically diverse elementary students. The research addressed three areas: (a) overall science and literacy achievement, (b) achievement gaps among demographic subgroups, and (c) comparison with national (NAEP) and international (TIMSS) samples of students. The research involved 1,523 third- and fourth-grade students at six elementary schools in a large urban school district. Significance tests of mean scores between pre- and posttests indicate statistically significant increases on all measures of science and literacy at both grade levels. While achievement gaps widened with third graders on some of the measures, the gaps tended to narrow with fourth graders. The results based on item-by-item comparisons with NAEP TIMSS samples of students indicated overall positive performance of the students in the research at the end of the school year.

UR - http://www.scopus.com/inward/record.url?scp=27844580291&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=27844580291&partnerID=8YFLogxK

U2 - 10.1002/tea.20071

DO - 10.1002/tea.20071

M3 - Article

VL - 42

SP - 857

EP - 887

JO - Journal of Research in Science Teaching

JF - Journal of Research in Science Teaching

SN - 0022-4308

IS - 8

ER -