Dissertation/Thesis Abstract

Effectiveness of lesson sequence in science on Latino English language learner student achievement
by Aguinaga, Sarah Veronica, M.S., California State University, Long Beach, 2011, 184; 1504421
Abstract (Summary)

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.

Indexing (document details)
Advisor: Gomez-Zwiep, Susan
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
Publication Number: 1504421
ISBN: 978-1-124-99353-9
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