Okhee Lee|Jaime Maerten?Rivera|Randall D. Penfield|Kathryn LeRoy|Walter G. Secada
Science achievement of english language learners in urban elementary schools: Results of a first?year professional development intervention
University of Miami|University of Miami|University of Miami|Miami-Dade County Public Schools|University of Miami
abstract study part 5year professional development intervention aimed improving science literacy achievement english language learners ell students urban elementary schools within environment increasingly driven highstakes testing accountability specifically study examined science achievement end firstyear implementation professional development intervention consisted curriculum units teacher workshops study involved 1134 thirdgrade students seven treatment schools 966 thirdgrade students eight comparison schools results led three main findings first treatment students displayed statistically significant increase science achievement second statistically significant difference achievement gains students english speakers language esol levels 1 4 students exited esol never esol similarly significant difference achievement gains students retained basis statewide reading test scores students never retained third treatment students showed higher score statewide mathematics test particularly measurement strand emphasized intervention comparison students results indicate professional development intervention ell students others intervention learned think reason scientifically also performing well highstakes testing 2007 wiley periodicals inc j res sci teach 45 3152 2008