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Enrique Suárez; Valerie Otero – Journal of Research in Science Teaching, 2024
There is a significant amount of research literature on the importance of identifying and building on students' experiences and ideas for making sense of the natural world, especially when engaging in science practices. Simultaneously, approaches to creating justice-oriented science education promote the need to focus on the diverse sense-making…
Descriptors: Bilingual Students, Science Education, Equal Education, English (Second Language)
Ünsal, Zeynep; Jakobson, Britt; Wickman, Per-Olof; Molander, Bengt-Olov – Journal of Research in Science Teaching, 2018
This article examines how emergent bilingual students used gestures in science class, and the consequences of students' gestures when their language repertoire limited their possibilities to express themselves. The study derived from observations in two science classes in Sweden. In the first class, 3rd grade students (9-10 years old) were…
Descriptors: Foreign Countries, Bilingual Students, Science Instruction, Nonverbal Communication
Lee, Okhee; Penfield, Randall; Maerten-Rivera, Jaime – Journal of Research in Science Teaching, 2009
This study examined the effect of fidelity of implementation (FOI) on the science achievement gains of third grade students broadly and students with limited literacy in English specifically. The study was conducted in the context of a professional development intervention with elementary school teachers to promote science achievement of ELL…
Descriptors: Urban Schools, Intervention, Science Achievement, Achievement Gains
Lee, Okhee; Maerten-Rivera, Jaime; Penfield, Randall D.; LeRoy, Kathryn; Secada, Walter G. – Journal of Research in Science Teaching, 2008
This study is part of a 5-year professional development intervention aimed at improving science and literacy achievement of English language learners (or ELL students) in urban elementary schools within an environment increasingly driven by high-stakes testing and accountability. Specifically, the study examined science achievement at the end of…
Descriptors: Intervention, Elementary Schools, Science Achievement, Achievement Gains
Lee, Okhee; Deaktor, Rachael; Enders, Craig; Lambert, Julie – Journal of Research in Science Teaching, 2008
This study examined the impact of the 3-year implementation of a professional development intervention on science achievement of culturally and linguistically diverse elementary students. Teachers were provided with instructional units and workshops that were designed to improve teaching practices and foster positive beliefs about science and…
Descriptors: Urban Schools, Intervention, Science Achievement, Achievement Gains
Cuevas, Peggy; Lee, Okhee; Hart, Juliet; Deaktor, Rachael – Journal of Research in Science Teaching, 2005
This study examined the impact of an inquiry-based instructional intervention on (a) children's ability to conduct science inquiry overall and to use specific skills in inquiry, and (b) narrowing the gaps in children's ability among demographic subgroups of students. The intervention consisted of instructional units, teacher workshops, and…
Descriptors: Intervention, Teacher Workshops, Academic Achievement, English (Second Language)
Lee, Okhee; Deaktor, Rachael A.; Hart, Juliet E.; Cuevas, Peggy; Enders, Craig – Journal of Research in Science Teaching, 2005
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…
Descriptors: Grade 4, Grade 3, Intervention, Urban Schools