Science writing achievement among english language learners: Results of three-year intervention in urban elementary schools

Bilingual Research Journal

Volumn 32, Issue 2, 2009, Pages 153-167

  Lee, Okhee ^a   Mahotiere, Margarette ^a   Salinas, Alejandra ^a   Penfield, Randall D ^a   Maerten Rivera, Jaime ^a  

^a UNIVERSITY OF MIAMI   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79952885713     PISSN: 15235882     EISSN: 15235890     Source Type: Journal    
DOI: 10.1080/15235880903170009     Document Type: Article

References (26)

1. Agresti, A. (1990). Categorical data analysis. New York: Wiley.
2. Amaral, O. M., Garrison, L., & Klentschy, M. (2002). Helping English learners increase achievement through inquiry-based science instruction. Bilingual Research Journal, 26(2), 213-239.
3. Cuevas, P., Lee, O., Hart, J., & Deaktor, R. (2005). Improving science inquiry with elementary students of diverse backgrounds. Journal of Research in Science Teaching, 42, 337-357.
4. Douglas, R., Klentschy, M. P., Worth, K., & Binder, W. (Eds.). (2006). Linking science and literacy in the K-8 classroom. Arlington, VA: National Science Teachers Association.
5. Fathman, A. K., & Crowther, D. T. (Eds.). (2006). Science for English language learners: K-12 classroom strategies. Arlington, VA: National Science Teachers Association.
6. Guthrie, J. T., Anderson, E., Alao, S., & Rinehart, J. (1999). Influences of concept-oriented reading instruction on strategy use and conceptual learning from text. The Elementary School Journal, 99, 343-366.
7. Hampton, E., & Rodriguez, R. (2001). Inquiry science in bilingual classrooms. Bilingual Research Journal, 25(4), 461-478.
8. Hand, B. C., Wallace, C., & Yang, E. (2004). Using the science writing heuristic to enhance learning outcomes from laboratory activities in seventh-grade science: Quantitative and qualitative aspects. International Journal of Science Education, 26, 131-149.
9. Hart, J., & Lee, O. (2003). Teacher professional development to improve science and literacy achievement of English language learners. Bilingual Research Journal, 27(3), 475-501.
10. Holliday, W., Yore, L., & Alverman, D. (1994). The reading-science learning-writing connection: Breakthroughs, barriers, and promises. Journal of Research in Science Teaching, 31, 877-894.
11. Knapp, M. S., & Plecki, M. L. (2001). Investing in the renewal of urban science teaching. Journal of Research in Science Teaching, 38, 1089-1100.
12. Krashen, S. (1981). Second language acquisition and second language learning. New York: Pergamon Press.
13. Lee, O. (2004). Teacher change in beliefs and practices in science and literacy instruction with English language learners. Journal of Research in Science Teaching, 41(1), 65-93.
14. Lee, O., Deaktor, R., Enders, C., & Lambert, J. (2008). Impact of a multi-year professional development intervention on science achievement of culturally and linguistically diverse elementary students. Journal of Research in Science Teaching, 45(6), 726-747.
15. Lee, O., Deaktor, R. A., Hart, J. E., Cuevas, P., & Enders, C. (2005). An instructional intervention’s impact on the science and literacy achievement of culturally and linguistically diverse elementary students. Journal of Research in Science Teaching, 42(8), 857-887.
16. Lee, O., & Fradd, S. H. (1998). Science for all, including students from non-English language backgrounds. Educational Researcher, 27(3), 12-21.
17. Lee, O., & Luykx, A. (2005). Dilemmas in scaling up innovations in science instruction with nonmainstream elementary students. American Educational Research Journal, 42(3), 411-438.
18. Lee, O., Maerten-Rivera, J., Penfield, R., LeRoy, K., & Secada, W. G. (2008). Science achievement of English language learners in urban elementary schools: Results of a first-year professional development intervention. Journal of Research in Science Teaching, 45(1), 31-52.
19. Merino, B., & Hammond, L. (2001). How do teachers facilitate writing for bilingual learners in “sheltered constructivist” science? Electronic Journal in Science and Literacy, 1(1). Retrieved August 13, 2009, from http://ejlts.ucdavis.edu/article/2001/1/1.
20. Moll, L. C. (1992). Bilingual classroom studies and community analysis: Some recent trends. Educational Researcher, 21(2), 20-24.
21. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
22. Palinscar, A. S., & Magnusson, S. J. (2001). The interplay of firsthand and text-based investigations to model and support the development of scientific knowledge and reasoning. In S. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress. Mahwah, NJ: Lawrence Erlbaum.
23. Raudenbush, S. W., Bryk, A. S., Cheong, Y., & Congdon, R. T. (2000). HLM 5: Hierarchical linear and nonlinear modeling. Chicago: Scientific Software International.
24. Rosebery, A. S., & Warren, B. (Eds.). (2008). Teaching science to English language learners: Building on students’ strengths. Arlington, VA: National Science Teachers Association.
25. Rosebery, A. S., Warren, B., & Conant, F. R. (1992). Appropriating scientific discourse: Findings from language minority classrooms. The Journal of the Learning Sciences, 21, 61-94.
26. Stoddart, T., Pinal, A., Latzke, M., & Canaday, D. (2002). Integrating inquiry science and language development for English language learners. Journal of Research in Science Teaching, 39(8), 664-687.