Impact of a multiyear professional development intervention on science achievement of culturally and linguistically diverse elementary students

This study examined the impact of the 3‐year implementation of a professional development intervention on science achievement of culturally and linguistically diverse elementary students. Teachers were provided with instructional units and workshops that were designed to improve teaching practices a...

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Veröffentlicht in:	Journal of research in science teaching 2008-08, Vol.45 (6), p.726-747
Hauptverfasser:	Lee, Okhee, Deaktor, Rachael, Enders, Craig, Lambert, Julie
Format:	Artikel
Sprache:	eng
Schlagworte:	achievement Achievement Gains Cultural Influences elementary Elementary School Science Elementary School Students Elementary School Teachers Elementary schools English (Second Language) equity experimental Faculty Development Grade 3 Grade 4 Grade 5 High Risk Students Intervention Literacy Minority Groups Pretests Posttests Professional development Program Effectiveness Science Achievement Science Instruction Significance tests Student Diversity Teacher Attitudes teacher education-practicing teachers Teacher Improvement Teacher Influence Teachers Teaching Teaching Methods Urban Schools Workshops
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