1. Is there a statement of the Problem? Write it below. 2. What is the background information of the problem? State it below 3. Is the educational significance of the problem discussed? What is it? Write it below.
1. Is there a statement of the Problem? Write it below. 2. What is the background information of the problem? State it below 3. Is the educational significance of the problem discussed? What is it? Write it below.
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1. Is there a statement of the Problem? Write it below.
2. What is the background information of the problem? State it below
3. Is the educational significance of the problem discussed? What is it? Write it below.
4. What is your impression about this article? Use a concept map to illustrate your answer.
Transcribed Image Text:achievement change for ELL and low-literacy (retained) students in the treatment
group, and (3) whether treatment group students perform differently compared with
non-treatment group students on a statewide mathematics test, particularly on the
measurement strand that is emphasized in the intervention.
1. Is there a statement of the Problem? Write it below?
2. What is the background information of the problem? State it below?
3. Is the educational significance of the problem discussed? What is it? Write it below.
4. What is your impression about this article? Use a concept map to illustrate your
answer.
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Transcribed Image Text:WHAT I CAN DO
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Directions: Read the excerpt of an article critique. Answer the questions that follow.
Use the reading strategies you have learned from the revious discussion. Write your
answer in your notebook.
The No Child Left Behind Act of 2001 expects all students to achieve proficient
levels of knowledge in core subject areas. Teachers of English language learners
(ELL) face the added challenge of providing meaningful and accessible curricula while
integrating English language and literacy development. This research study addresses
ELL students' low science achievement in the context of national standards and
accountability in the 2006-2007 school year.
Several studies have examined the influence of professional development
interventions on students' science achievement. Research suggests that hands-on
and inquiry-based science lessons develop literacy as well as content knowledge.
Research also indicates that students' science achievement is positively correlated
with the amount of teacher professional development. This study builds upon existing
research by using a quasi-experimental design to assess students' science
achievement after the first-year implementation of a professional development
intervention that focused on science achievement literacy, and math skills.
Specifically, the study addresses three research questions: (1) whether treatment
group students show gains in science achievement, (2), whether gaps in science
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