ERIC Number: EJ1214661
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
A Survival Analysis of a Language-Infused Science Inquiry Intervention for English Learners
Garza, Tiberio; Huerta, Margarita; Tong, Fuhui; Lara-Alecio, Rafael; Irby, Beverly J.
Journal of Educational Research, v112 n3 p377-384 2019
In this study, the authors examined the survivability, or persistence over time, of overall science instruction for English learners (ELs) in treatment and control classrooms within a field-based, quasi-experimental grant-funded project in the United States. The project's goal was to increase ELs' science and language achievement through implementation of a language-infused science inquiry model with scripted lessons as teacher scaffolds. The project included observational data on activity structures in treatment and control classrooms. Using survival analysis, the authors analyzed science inquiry instruction survival (i.e., free of lecture-based teaching) and general science instruction time-on-task survival (i.e., free of interruptions) in both groups during the first year of the project (Grade 5). Results indicated a statistically significant difference in science inquiry and time-on-task science instruction persistence in favor of treatment classrooms. Implications for practitioners and possibilities for future research are considered.
Descriptors: Science Instruction, English Language Learners, Inquiry, Active Learning, Time on Task, Grade 5, Middle School Students, Lecture Method
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Junior High Schools; Secondary Education
Authoring Institution: N/A