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This study examines the low science achievement of English language learners (ELLs) in the context of national standards and accountability. Previous research has shown that teacher professional development can positively impact student science and literacy learning. This quasi-experimental study assessed ELL and low-literacy students' science achievement after a year of teachers receiving professional development focused on integrating science, literacy, and math skills into lessons. The study aimed to determine if these students showed gains in science achievement and reductions in achievement gaps compared to students without this intervention. It also examined the effects on a statewide math test with an emphasis on measurement.

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Maria Nicole Lambojon
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4K views1 page

Child)

This study examines the low science achievement of English language learners (ELLs) in the context of national standards and accountability. Previous research has shown that teacher professional development can positively impact student science and literacy learning. This quasi-experimental study assessed ELL and low-literacy students' science achievement after a year of teachers receiving professional development focused on integrating science, literacy, and math skills into lessons. The study aimed to determine if these students showed gains in science achievement and reductions in achievement gaps compared to students without this intervention. It also examined the effects on a statewide math test with an emphasis on measurement.

Uploaded by

Maria Nicole Lambojon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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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 previous 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 subjects 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 lessons which 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 firs-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 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?


Yes
2. What is the background information of the problem?

The background information of the problem No Child Left Behind Act of 2001 is U.S.
federal law aimed at improving public primary and secondary schools and thus student
performance through increased accountability to schools , school districts and states.
The Act was adopted by the Congress with bipartisan support in December 2001 and
signed into law by Pres. George W. Bus in January 2002.

3. Is the educational significance of the problem discussed? What is it?


Not really, it allows teachers to apply teaching methods that have been scientifically proven
to be successful rather than fads and trends with no research to support their effectiveness.
The act required teachers to be qualified and to set aside funds to help teachers become
better than ever before and one of the goal is to bridge the gap in student achievement by
providing all children with a fair ,equal and meaningful opportunity to obtain high-quality
education.
4. What is your impression about this article? Use a concept map to illustrate your answer.

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