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Direct linkLara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.; Guerrero, Cindy; Huerta, Maggie; Fan, Yinan – Journal of Research in Science Teaching, 2012
This study examined the effect of a quasi-experimental project on fifth grade English learners' achievement in state-mandated standards-based science and English reading assessment. A total of 166 treatment students and 80 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted…
Descriptors: Middle School Students, Science Education, Science Instruction, Academic Achievement
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
Johnson, Carla C.; Kahle, Jane Butler; Fargo, Jamison D. – Journal of Research in Science Teaching, 2007
This longitudinal study of middle school science teachers explored the relationship, if any, between teacher participation in whole-school, sustained, collaborative professional development and student achievement in science. Eleven teachers from Glendale Middle School participated in the Discovery Model Schools Initiative 2-week summer institute,…
Descriptors: Teacher Participation, Science Teachers, Academic Achievement, Professional Development
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
Peer reviewedSupovitz, Jonathan A.; Turner, Herbert M. – Journal of Research in Science Teaching, 2000
Employs hierarchical linear modeling to examine the relationship between professional development and the reformers' vision of teaching practice. Indicates that the quantity of professional development in which teachers participate is strongly linked with both inquiry-based teaching practice and investigative classroom culture. (Contains 39…
Descriptors: Academic Achievement, Educational Change, Elementary Secondary Education, Inquiry
Lee, Okhee; Luykx, Aurolyn; Buxton, Cory; Shaver, Annis – Journal of Research in Science Teaching, 2007
This study examined the impact of a professional development intervention aimed at helping elementary teachers incorporate elements of students' home language and culture into science instruction. The intervention consisted of instructional units and materials and teacher workshops. The research involved 43 third- and fourth-grade teachers at six…
Descriptors: Urban Schools, Intervention, Focus Groups, Academic Achievement
Peer reviewedKahle, Jane Butler; Meece, Judith; Scantlebury, Kathryn – Journal of Research in Science Teaching, 2000
Examines the influence of standards-based teaching practices on the achievement of urban, African-American, middle school science students. Indicates that teachers who frequently used standards-based teaching practices positively influenced students' achievement and attitudes. Supports the efficacy of high-quality professional development to…
Descriptors: Academic Achievement, Blacks, Educational Change, Evaluation
