ERIC Number: EJ1095224
Record Type: Journal
Publication Date: 2016-Apr
Abstractor: As Provided
Impact of a Large-Scale Science Intervention Focused on English Language Learners
Llosa, Lorena; Lee, Okhee; Jiang, Feng; Haas, Alison; O'Connor, Corey; Van Booven, Christopher D.; Kieffer, Michael J.
American Educational Research Journal, v53 n2 p395-424 Apr 2016
The authors evaluated the effects of P-SELL, a science curricular and professional development intervention for fifth-grade students with a focus on English language learners (ELLs). Using a randomized controlled trial design with 33 treatment and 33 control schools across three school districts in one state, we found significant and meaningfully sized intervention effects on a researcher-developed science assessment and the state science assessment. Subgroup analyses revealed that the P-SELL intervention had a positive and significant effect for each language proficiency group (ELLs, recently reclassified ELLs, former ELLs, and non-ELLs) on the researcher-developed assessment. The intervention also had a positive effect for former ELLs and non-ELLs on the state science assessment, but for ELLs and recently reclassified ELLs, the effect was not statistically significant.
Descriptors: Intervention, Science Education, Science Course Improvement Projects, Program Effectiveness, English Language Learners, Grade 5, Randomized Controlled Trials, Control Groups, Experimental Groups, Science Achievement, Effect Size, Language Proficiency, Achievement Gains, Faculty Development, Time Factors (Learning), Pretests Posttests, Comparative Testing, Questionnaires, National Competency Tests, International Assessment, Foreign Countries, Mathematics Tests, Science Tests, Mathematics Achievement, Elementary Secondary Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education; Elementary Secondary Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress; Trends in International Mathematics and Science Study
Grant or Contract Numbers: DRL1209309