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.

本研究旨在探讨识字教学与生物作业整合对高中生学习的影响。本研究旨在探讨阅读成就成长与生物学习的关系。 它将针对为特别多的非裔美国人和拉丁美洲学生服务的学校。 该项目将包括使用随机实验设计与学生学习，课堂观察，调查和访谈验证定量结果的多种措施。 研究人员查阅了有关阅读实践的研究报告。 该项目将创建一个专业发展阅读学徒计划，为教师做好准备。 教师还将获得资金，以补充他们的教科书与科学杂志，贸易书籍，小说有关的生物主题在国家课程框架。 这项研究将在加州的城市进行。 教师将被分配到即时或延迟干预随机分配到治疗组和对照组。