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

By Okhee Lee, Rachael Deaktor, Juliet E. Hart, Peggy Cuevas, Craig K. Enders. 2005

166 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/3d0e9417f6c0ec753b2c139067c0b31bfe14e439

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In Developmental and Educational Psychology

In Education

In General Agricultural and Biological Sciences

Citations in the corpus

The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners (2009, background): “The research highlights the importance of building on effective first language science research but also taking into account the language and cultural backgrounds of the students (Amaral et al., 2002; Cuevas et al., 2005; Fradd et al., 2002; Lee et al., 2005) and scaffolding science instruction (e.”
A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings (2012, background): “For example, two of the programs spent a great deal of time on literacy development for English language learners and other important topics (Lee et al. 2004, 2005, 2008a, b, c) resulting in very little time focused on inquiry (e.g., 2-days of an 8-day program).”
Science achievement of English language learners in Urban elementary schools: Results of a first-year professional development intervention (2008, methodology): “…that ESOL level 5 students tend to perform higher than ESOL levels 1 through 4 (according to the analyses in this study; also see Cuevas et al., 2005; Lee et al., 2005), it was deemed most appropriate to collapse ESOL levels 1 to 4 into one category, and all other students into a second category.”
Multilevel Effects of Student and Classroom Factors on Elementary Science Achievement in Five Countries (2010, unknown): “In terms of instructional factors, the emphasis on science inquiry improved students’ science achievement (House, 2006 ; Lee, Deaktor, Hart, Cuevas, & Enders, 2006 ; Paris, Yambor, & Packard, 1998 ; Stohr‐Hunt, 1996 ).”