The number of English Language learners continues to rise nationwide, with very little educational reform to accommodate the needs of these learners. This study examines which method, vocabulary or activity, increases science academic achievement within each EL level, as well as with all ELLs regardless of their EL level. The study also examines whether teacher preference between the two treatments (vocabulary method or activity method) correlate with the data collected. Two teachers and 126 seventh grade ELL students participated in this four-week study. Effectiveness of lesson sequencing on students' science academic achievement on the unit of genetics was measured through pre and post tests. Results of the study will explain which method, vocabulary or activity is best for a class filled with multiple levels of language learners. The study will also explain which method is best for each language level. Finally, this study will explain Teacher A and B's beliefs about ELLs and how they correlate with data collected.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 50/03M, Masters Abstracts International|
|Subjects:||English as a Second Language, Science education|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be