Integrating Literacy and Science Instruction in High School Biology: Impact on Teacher Practice, Student Engagement, and Student Achievement

将读写能力和科学教学融入高中生物：对教师实践、学生参与和学生成绩的影响

• 批准号: 0440379
• 负责人: Steven Schneider
• 金额: --
• 依托单位: WestEd
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-01-15 至 2009-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0440379&HistoricalAwards=false
• 关键词: Integrating; Literacy; Science; Instruction; Biology

This study investigates the effects of integrating literacy instruction with biology coursework on high school student learning. It would investigate the relationship between the growth in reading achievement and biology learning. It will target schools serving especially large populations of African American and Latino students. The project will include use a randomized experimental design with multiple measures of student learning, classroom observations, surveys, and interviews for validating quantitative results. The researchers have consulted research studies of reading practices. The project would create a professional development reading apprenticeship program to prepare teachers. Teachers will also be provided with funds to supplement their textbooks with science magazines, trade books, and fiction related to biology topics in the state curriculum frameworks. The study will occur in cities of California. Teachers will be assigned to immediate or delayed intervention randomly assigned to treatment and control groups.

这项研究调查了将扫盲教学与生物学课程对高中生学习的影响。它将研究阅读成就的增长与生物学学习之间的关系。 它将针对为非裔美国人和拉丁美洲裔学生提供特别大量的学校。 该项目将包括使用随机的实验设计，其中包括多种学生学习，课堂观察，调查和访谈以验证定量结果。 研究人员咨询了阅读实践的研究。 该项目将创建专业发展阅读学徒计划，以准备教师。 还将为教师提供资金，以与《州课程》框架中与生物学主题有关的科学杂志，贸易书籍和小说补充教科书。 该研究将在加利福尼亚的城市发生。 教师将被分配给随机分配给治疗和对照组的即时或延迟干预措施。