Investigating the Impact of A Literacy-infused Science Intervention on Economically Challenged Students’ Science Achievement: A Case Study from A Rural District in Texas
##plugins.themes.bootstrap3.article.main##
##plugins.themes.bootstrap3.article.sidebar##
Published
Jun 30, 2021
Abstract
In this empirical study we examined the effect of a literacy-infused science intervention on fifth grade economically challenged students’ science achievement in the curriculum-based and standardized assessments. A total of 27 treatment students and 20 comparison students from two intermediate schools in a rural district in South Texas in the United States participated in the present study. The intervention consisted of ongoing, structured, bi-weekly virtual professional development (VPD) with virtual mentoring and coaching (VMC) at the teacher level and literacy-infused science lessons with inquiry-based learning delivered at the student level. Results revealed a significant and positive intervention effect in favor of treatment students as reflected in higher normal curve equivalent scores in the standardized science assessment and higher scores in curriculum-based assessment. We conclude that the literacy-infused science intervention, inclusive of evidence-based curriculum, VPD, and VMC, is particularly beneficial for promoting science learning for the students in rural areas with educational and economical challenges due to geographic isolation.
Downloads
Download data is not yet available.
##plugins.themes.bootstrap3.article.details##
Keywords
Literacy-infused Science Intervention, Economically-Challenged Students, Rural Schools, Virtual Professional Development, Virtual Mentoring and Coaching
Supporting Agencies
This work was supported by the U.S. Department of Education (LISTO, #U411B16001).
References
Arias, A.M., Bismack, A.S., Davis, E.A., & Palincsar, A.S. (2016). Interacting with a suite of educative features: Elementary science teachers’ use of educative curriculum materials. Journal of Research in Science Teaching, 53(3):422-449. DOI: https://doi.org/10.1002/tea.21250
August, D., Shanahan, T., & Escamilla, K. (2009). English language learners: Developing literacy in second-language learners-Report of the National Literacy Panel on Language-Minority Children and Youth. Journal of Literacy Research, 41(4):432-452. DOI: https://doi.org/10.1080/10862960903340165
Buxton, C.A., & Caswell, L. (2020). Next generation sheltered instruction to support multilingual learners in secondary science classrooms. Science Education, 104(3):555-580. DOI: https://doi.org/10.1002/sce.21569
Bybee, R.W., Taylor, J.A., Gardner, A., Van Scotter, P., Powell, J.C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. BSCS.
Cantrell, S.C., Rintamaa, M., Anderman, E.M., & Anderman, L.H. (2018). Rural adolescents’ reading motivation, achievement and behavior across transition to high school. The Journal of Educational Research, 111(4):417-428. DOI: https://doi.org/10.1080/00220671.2017.1284737
Cervetti, G.N., Kulikowich, J.M., & Bravo, M.A. (2015). The effects of educative curriculum materials on teachers’ use of instructional strategies for English language learners in science and on student learning. Contemporary Educational Psychology, 40:86-98. DOI: https://doi.org/10.1016/j.cedpsych.2014.10.005
Cohen, J. (1969). Statistical power analysis for the behavioural sciences. Academic Press.
Costello, E., Corcoran, M.A., Barnett, J.S., Birkmeier, M.C., Cohn, R., Ekmekci, O., Falk, N.L.,Harrod, T., Herrmann, D., Robinson, S., & Walker, B. (2014). Information and communication technology to facilitate learning for students in the health professions: Current uses, gaps, and future directions. Online Learning: Official Journal of the Online Learning Consortium, 18(4):1-18. https://pdfs.semanticscholar.org/1595/c98195cac94a370da6e2c65d46d3d4e43434.pdf
Dunbar, S., Welch, C., Hoover, H.D., Forsyth, R.A., Frisbie, D.A., & Ansley, T.N. (2015). Iowa assessments research and development guide: Forms E and F. The University of Iowa. https://itp.education.uiowa.edu/ia/documents/Research-Guide-Form-E-F.pdf
Greenleaf, C.L., Litman, C., Hanson, T.L., Rosen, R., Boscardin, C.K., Herman, J., Schneider, S.A., Madden, S., & Jones, B. (2011). Integrating literacy and science in biology: Teaching and learning impacts of reading apprenticeship professional development. American Educational Research Journal, 48(3):647-717. DOI: https://doi.org/10.3102/0002831210384839
Halldén, O. (1999). Conceptual change and contextualization. In Schnotz, W., Vosniadou, S., & Carretero, M. (Eds.). New perspectives on conceptual change (pp53-pp65). Emerald Group Publishing Limited.
Holland, G., Mann, M., Daniels, C., & Hester, J. (2011). Elementary Science Student Achievement and School District Enrollment Sizes in Texas. Schooling, 2(1): 1-11. http://www.nationalforum.com/Electronic%20Journal%20Volumes/Holland,%20Glenda%20Elementary%20Science%20Student%20Achievement%20SCHOOLING%20V3%20N1%202011.pdf
Huerta, M., Tong, F., Irby, B.J., & Lara-Alecio, R. (2016). Measuring and comparing academic language development and conceptual understanding via science notebooks. The Journal of Educational Research, 109(5):503-517. DOI: https://doi.org/10.1080/00220671.2014.992582
Irby, B.J. (2015). Editor’s overview: Virtual mentoring and coaching (VMC). Mentoring and Tutoring: Partnership in Learning, 23(3):183-186. DOI: https://doi.org/10.1080/13611267.2015.1085695
Irby, B.J., Lara-Alecio, R., Tong, F., Sutton-Jones, K.L., & Abdelrahman, N. (2018). Implementation of research-based ESL strategies with lower grade middle school ELLs in the science classroom: Findings from an experimental study. TESL-EJ, 22(1):1-25. http://www.tesl-ej.org/pdf/ej85/a2.pdf
Irby, B.J., Sutton-Jones, K.L., Lara-Alecio, R., & Tong, F. (2015). Informal individual learning via virtual professional development: A proposal for massive open online professional informal individual learning (MOOPIL). In F.M. Nafukho & B. J. Irby (Eds.). Handbook of research on innovative technology integration in higher education (pp343-pp355). IGI Global. DOI: https://doi.org/10.4018/978-1-4666-8170-5
Irby, B.J., Tong, F., Lara-Alecio, R., Guerrero, C., Guo, W., Abdelrahman, N., & Serrano, J. (2020). Teacher perceptions of the effectiveness of a science-infused literacy intervention for English language learners. Pedagogies: An International Journal, 15(1):18-39. DOI: https://doi.org/10.1080/1554480X.2019.1673165
Kieffer, M.J., Lesaux, N.K., Rivera, M., & Francis, D.J. (2009). Accommodations for English language learners taking large-scale assessments: A meta-analysis on effectiveness and validity. Review of Educational Research, 79(3):1168-1201. DOI: https://doi.org/10.3102/0034654309332490
Lara-Alecio, R., Irby, B. J., & Tong, F. (2016). Literacy-infused science with technology opportunity (LISTO). U.S. Department of Education, i3 Grant. (#U411B16001). https://oese.ed.gov/files/2016/12/tamNAR.pdf
Lara-Alecio, R., Irby, B. J., Tong, F., Guerrero, C., Koch, J., & Sutton-Jones, K. L. (2018). Assessing conceptual understanding via literacy-infused, inquiry-based science among middle school English learners and economically-challenged students. Education Sciences, 8(1):ep27. DOI: https://doi.org/10.3390/educsci8010027
Lara-Alecio, R., Tang, S., Sutton-Jones, K. L., Irby, B.J., Tong, F., Jimenez, D.D., & Villarreal, E.G. (2021). Teachers’ pedagogical and content knowledge after participation in virtual professional development. International Journal of Virtual and Personal Learning Environments (IJVPLE), 11(1):64-86. DOI: https://doi.org/10.4018/IJVPLE.2021010105
Lara-Alecio, R., Tong, F., Irby, B.J., Guerrero, C., Huerta, M., & Fan, Y. (2012). The effect of an instructional intervention on middle school English learners’ science and English reading achievement. Journal of Research in Science Teaching, 49(8):987-1011. DOI: https://doi.org/10.1002/tea.21031
Lee, O. (2005). Science education with English language learners: Synthesis and research agenda. Review of Educational Research, 75(4):491-530. DOI: https://doi.org/10.3102/00346543075004491
Lee, O., & Stephens, A. (2020). English learners in STEM subjects: Contemporary views on STEM subjects and language with English learners. Educational Researcher, 49(6):426-432. DOI: https://doi.org/10.3102/0013189X20923708
Lewis, E.B., Baker, D.R., & Helding, B.A. (2015). Science teaching reform through professional development: Teachers’ use of a scientific classroom discourse community model. Science Education, 99(5):896-931. DOI: https://doi.org/10.1002/sce.21170
Llosa, L., Lee, O., Jiang, F., Haas, A., O’Connor, C., Van Booven, C.D., & Kieffer, M.J. (2016). Impact of a large-scale science intervention focused on English language learners. American Educational Research Journal, 53(2):395-424. DOI: https://doi.org/10.3102/0002831216637348
Lowe, J. M. (2006). Rural education: Attracting and retaining teachers in small schools. Rural Educator, 27(2):28-32. https://files.eric.ed.gov/fulltext/EJ783853.pdf
Mackey, J. (2009). Virtual learning and real communities: Online professional development for teachers. In E. Stacey & P. Gerbic (Eds.). Effective blended learning practices: Evidence-based perspectives in ICT-facilitated education (pp163-pp181). IGI Global. DOI: https://doi.org/10.4018/978-1-60566-296-1
Maeng, J.L., Bell, R.L., St. Clair, T., Gonczi, A. L., & Whitworth, B.A. (2018). Supporting elementary teachers’ enactment of nature of science instruction: A randomized controlled trial. International Journal of Science Education, 40(18):2245-2264. DOI: https://doi.org/10.1080/09500693.2018.1528643
Maeng, J.L., Whitworth, B.A., Bell, R.L., & Sterling, D.R. (2020). The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform-based science instruction. Science Education, 104(2):326-353. DOI: https://doi.org/10.1002/sce.21562
Maerten-Rivera, J., Ahn, S., Lanier, K., Diaz, J., & Lee, O. (2016). Effect of a multiyear intervention on science achievement of all students including English language learners. The Elementary School Journal, 116(4):600-624. DOI: https://doi.org/10.1086/686250
McFarland, J., Hussar, B., Zhang, J., Wang, K., Hein, S., Diliberti, M., Cataldi, E.F., Mann, F.B., Barmer, A., Nachazel, T., Barnett, M., Purcell, S., (2019). The Condition of Education, 2019 (NCES 2019-144). National Center for Education Statistics, U.S. Department of Education. https://files.eric.ed.gov/fulltext/ED594978.pdf
Paik, S., & Phillips, R. (2002). Student Mobility in Rural Communities: What Are the Implications for Student Achievement? North Central Regional Educational Laboratory. https://eric.ed.gov/?id=ED466669
Reynolds, A.J., Chen, C., & Herbers, J.E. (2009, June 22). School mobility and educational success: A research synthesis and evidence on prevention. In Workshop on the Impact of Mobility and Change on the Lives of Young Children, Schools, and Neighborhoods, June (pp29-pp30). https://www.academia.edu/download/39832563/School_Mobility_and_Educational_Success_20151109-29150-1x2k7lm.pdf
Richardson, J.T. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2):135-147. DOI: https://doi.org/10.1016/j.edurev.2010.12.001
Rubini, B., Ardianto, D., Pursitasari, I.D., & Hidayat, A. (2018). Science teachers’ understanding on science literacy and integrated science learning: lesson from teachers training. Jurnal Pendidikan IPA Indonesia, 7(3):259-265. DOI: https://doi.org/10.15294/jpii.v7i3.11443
Santau, A.O., Secada, W., Maerten-Rivera, J., Cone, N., & Lee, O. (2010). US urban elementary teachers’ knowledge and practices in teaching science to English language learners: Results from the first year of a professional development intervention. International Journal of Science Education, 32(15): 2007-2032. DOI: https://doi.org/10.1080/09500690903280588
Showalter, D., Klein, R., Johnson, J., Harman, S. (2017). Why rural matters 2015-2016: Understanding the changing landscape. Rural School and Community Trust. https://files.eric.ed.gov/fulltext/ED590169.pdf
Stage, E.K., Asturias, H., Cheuk, T., Daro, P.A., & Hampton, S.B. (2013). Opportunities and challenges in next generation standards. Science, 340(6130):276-277. DOI: https://doi.org/10.1126/science.1234011
Strange, M., Johnson, J., Showalter, D., & Klein, R. (2012). Why rural matters 2011-12: The condition of rural education in the 50 states. Rural School and Community Trust. https://files.eric.ed.gov/fulltext/ED528634.pdf
Tang, S. (2018). Examining the Impact of Virtual Professional Development and Teachers’ Use of the Cooperative/Collaborative/Peer-Tutoring Strategies on English Learners’ Reading Comprehension, Oral Reading Fluency, and Oral Expression. Doctoral dissertation. Texas A&M University. https://hdl.handle.net/1969.1/173470
Tang, S., Tong, F., Irby, B.J., Lara-Alecio, R., & Guerrero, C. (2020). Fidelity of implementation in a randomized controlled trial study: The effect of virtual professional development on bilingual teachers. Bilingual Research Journal, 43(1):111-124. DOI: https://doi.org/10.1080/15235882.2019.1711268
Tang, S., Wang, Z., & Sutton-Jones, K.L. (2021a). A multi-level analysis of upper elementary students’ performance on the STAAR reading exam: Comparing growth trajectories of rural and non-rural school districts. Educational Studies, 1-24. DOI: https://doi.org/10.1080/03055698.2021.1894414
Tang, S., Wang, Z., & Sutton-Jones, K.L. (2021b). A Multilevel Study of the Impact of District-Level Characteristics on Texas Student Growth Trajectories on a High-Stakes Math Exam. Mathematics, 9(1):ep8. DOI: https://doi.org/10.3390/math9010008
Texas Education Agency (2017). STAAR 2017 Mean P-Values and Internal Consistency Values by Reporting Category and Content Area. https://tea.texas.gov/sites/default/files/digest17-appendB-STAAR-Reliability.pdf
Texas Education Agency (2018). 2017-2018 Texas academic performance report. https://rptsvr1.tea.texas.gov/perfreport/tapr/2018/srch.html?srch=S
Texas Education Agency. (2019). 2018-19 Texas academic performance report. https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/srch.html?srch=S
Tong, F., Irby, B.J., & Lara-Alecio, R. (2015). Teachers’ perception of virtual professional development in a randomized control trial. International Journal of New Technology and Research, 1(7):58-61. https://media.neliti.com/media/publications/263644-teachers-perception-of-virtual-professio-47adc2e9.pdf
Tong, F., Irby, B.J., Lara-Alecio, R., Guerrero, C., Fan, Y., & Huerta, M. (2014a). A randomized study of a literacy-integrated science intervention for low-socio-economic status middle school students: Findings from first-year implementation. International Journal of Science Education, 36(12):2083-2109. DOI: https://doi.org/10.1080/09500693.2014.883107
Tong, F., Irby, B.J., Lara-Alecio, R., & Koch, J. (2014b). A longitudinal study of integrating literacy and science for fifth grade Hispanic current and former English language learners: From learning to read to reading to learn. Journal of Educational Research, 107(5):410-426. DOI: https://doi.org/10.1080/00220671.2013.833072
Tong, F., Irby, B.J., Lara-Alecio, R., Guerrero, C., Tang, S., & Sutton-Jones, K.L. (2019). The impact of professional learning on in-service teachers’ pedagogical delivery of literacy-infused science with middle school English learners: A randomised controlled trial study in the US. Educational Studies, 45(5):533-553. DOI: https://doi.org/10.1080/03055698.2018.1509776
United States Department of Agriculture, Food and Nutrition Services. (2021). Child Nutrition Tables: State Level Tables: FY 2015-2020, National School Lunch. https://www.fns.usda.gov/pd/child-nutrition-tables
United States Department of Agriculture, Food and Nutrition Services (2017). National School Lunch. https://fns-prod.azureedge.net/sites/default/files/resource-files/NSLPFactSheet.pdf
Vernon-Feagans, L., Gallagher, K.C., & Kainz, K. (2010). The transition to school in rural America. In J.L. Meece & J.S. Eccles (Eds.). Handbook of research on schools, schooling, and human development (pp163-pp184). Routledge.
Wang, Z., Tang, S., & Sutton-Jones, K. (2019). Texas rural vs. nonrural school district student growth trajectories on a high-stakes science exam: A multilevel approach. Social Sciences, 8(6):ep166. https://doi.org/10.3390/socsci8060166
What Works Clearinghouse (2017). Standards book: Version 4. https://ies.ed.gov/ncee/wwc/Docs/referenceresources/wwc_standards_handbook_v4.pdf
Williams, D. (2010). The Rural Solution: How Community Schools Can Reinvigorate Rural Education. Center for American Progress. https://www.ruraledu.org/user_uploads/file/The_Rural_Solution.pdf
Wright, P.M., Jacobs, J.M., Ressler, J.D., & Jung, J. (2016). Teaching for transformative educational experience in a sport for development program. Sport, Education and Society, 21(4):531-548. DOI: https://doi.org/10.1080/13573322.2016.1142433
August, D., Shanahan, T., & Escamilla, K. (2009). English language learners: Developing literacy in second-language learners-Report of the National Literacy Panel on Language-Minority Children and Youth. Journal of Literacy Research, 41(4):432-452. DOI: https://doi.org/10.1080/10862960903340165
Buxton, C.A., & Caswell, L. (2020). Next generation sheltered instruction to support multilingual learners in secondary science classrooms. Science Education, 104(3):555-580. DOI: https://doi.org/10.1002/sce.21569
Bybee, R.W., Taylor, J.A., Gardner, A., Van Scotter, P., Powell, J.C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. BSCS.
Cantrell, S.C., Rintamaa, M., Anderman, E.M., & Anderman, L.H. (2018). Rural adolescents’ reading motivation, achievement and behavior across transition to high school. The Journal of Educational Research, 111(4):417-428. DOI: https://doi.org/10.1080/00220671.2017.1284737
Cervetti, G.N., Kulikowich, J.M., & Bravo, M.A. (2015). The effects of educative curriculum materials on teachers’ use of instructional strategies for English language learners in science and on student learning. Contemporary Educational Psychology, 40:86-98. DOI: https://doi.org/10.1016/j.cedpsych.2014.10.005
Cohen, J. (1969). Statistical power analysis for the behavioural sciences. Academic Press.
Costello, E., Corcoran, M.A., Barnett, J.S., Birkmeier, M.C., Cohn, R., Ekmekci, O., Falk, N.L.,Harrod, T., Herrmann, D., Robinson, S., & Walker, B. (2014). Information and communication technology to facilitate learning for students in the health professions: Current uses, gaps, and future directions. Online Learning: Official Journal of the Online Learning Consortium, 18(4):1-18. https://pdfs.semanticscholar.org/1595/c98195cac94a370da6e2c65d46d3d4e43434.pdf
Dunbar, S., Welch, C., Hoover, H.D., Forsyth, R.A., Frisbie, D.A., & Ansley, T.N. (2015). Iowa assessments research and development guide: Forms E and F. The University of Iowa. https://itp.education.uiowa.edu/ia/documents/Research-Guide-Form-E-F.pdf
Greenleaf, C.L., Litman, C., Hanson, T.L., Rosen, R., Boscardin, C.K., Herman, J., Schneider, S.A., Madden, S., & Jones, B. (2011). Integrating literacy and science in biology: Teaching and learning impacts of reading apprenticeship professional development. American Educational Research Journal, 48(3):647-717. DOI: https://doi.org/10.3102/0002831210384839
Halldén, O. (1999). Conceptual change and contextualization. In Schnotz, W., Vosniadou, S., & Carretero, M. (Eds.). New perspectives on conceptual change (pp53-pp65). Emerald Group Publishing Limited.
Holland, G., Mann, M., Daniels, C., & Hester, J. (2011). Elementary Science Student Achievement and School District Enrollment Sizes in Texas. Schooling, 2(1): 1-11. http://www.nationalforum.com/Electronic%20Journal%20Volumes/Holland,%20Glenda%20Elementary%20Science%20Student%20Achievement%20SCHOOLING%20V3%20N1%202011.pdf
Huerta, M., Tong, F., Irby, B.J., & Lara-Alecio, R. (2016). Measuring and comparing academic language development and conceptual understanding via science notebooks. The Journal of Educational Research, 109(5):503-517. DOI: https://doi.org/10.1080/00220671.2014.992582
Irby, B.J. (2015). Editor’s overview: Virtual mentoring and coaching (VMC). Mentoring and Tutoring: Partnership in Learning, 23(3):183-186. DOI: https://doi.org/10.1080/13611267.2015.1085695
Irby, B.J., Lara-Alecio, R., Tong, F., Sutton-Jones, K.L., & Abdelrahman, N. (2018). Implementation of research-based ESL strategies with lower grade middle school ELLs in the science classroom: Findings from an experimental study. TESL-EJ, 22(1):1-25. http://www.tesl-ej.org/pdf/ej85/a2.pdf
Irby, B.J., Sutton-Jones, K.L., Lara-Alecio, R., & Tong, F. (2015). Informal individual learning via virtual professional development: A proposal for massive open online professional informal individual learning (MOOPIL). In F.M. Nafukho & B. J. Irby (Eds.). Handbook of research on innovative technology integration in higher education (pp343-pp355). IGI Global. DOI: https://doi.org/10.4018/978-1-4666-8170-5
Irby, B.J., Tong, F., Lara-Alecio, R., Guerrero, C., Guo, W., Abdelrahman, N., & Serrano, J. (2020). Teacher perceptions of the effectiveness of a science-infused literacy intervention for English language learners. Pedagogies: An International Journal, 15(1):18-39. DOI: https://doi.org/10.1080/1554480X.2019.1673165
Kieffer, M.J., Lesaux, N.K., Rivera, M., & Francis, D.J. (2009). Accommodations for English language learners taking large-scale assessments: A meta-analysis on effectiveness and validity. Review of Educational Research, 79(3):1168-1201. DOI: https://doi.org/10.3102/0034654309332490
Lara-Alecio, R., Irby, B. J., & Tong, F. (2016). Literacy-infused science with technology opportunity (LISTO). U.S. Department of Education, i3 Grant. (#U411B16001). https://oese.ed.gov/files/2016/12/tamNAR.pdf
Lara-Alecio, R., Irby, B. J., Tong, F., Guerrero, C., Koch, J., & Sutton-Jones, K. L. (2018). Assessing conceptual understanding via literacy-infused, inquiry-based science among middle school English learners and economically-challenged students. Education Sciences, 8(1):ep27. DOI: https://doi.org/10.3390/educsci8010027
Lara-Alecio, R., Tang, S., Sutton-Jones, K. L., Irby, B.J., Tong, F., Jimenez, D.D., & Villarreal, E.G. (2021). Teachers’ pedagogical and content knowledge after participation in virtual professional development. International Journal of Virtual and Personal Learning Environments (IJVPLE), 11(1):64-86. DOI: https://doi.org/10.4018/IJVPLE.2021010105
Lara-Alecio, R., Tong, F., Irby, B.J., Guerrero, C., Huerta, M., & Fan, Y. (2012). The effect of an instructional intervention on middle school English learners’ science and English reading achievement. Journal of Research in Science Teaching, 49(8):987-1011. DOI: https://doi.org/10.1002/tea.21031
Lee, O. (2005). Science education with English language learners: Synthesis and research agenda. Review of Educational Research, 75(4):491-530. DOI: https://doi.org/10.3102/00346543075004491
Lee, O., & Stephens, A. (2020). English learners in STEM subjects: Contemporary views on STEM subjects and language with English learners. Educational Researcher, 49(6):426-432. DOI: https://doi.org/10.3102/0013189X20923708
Lewis, E.B., Baker, D.R., & Helding, B.A. (2015). Science teaching reform through professional development: Teachers’ use of a scientific classroom discourse community model. Science Education, 99(5):896-931. DOI: https://doi.org/10.1002/sce.21170
Llosa, L., Lee, O., Jiang, F., Haas, A., O’Connor, C., Van Booven, C.D., & Kieffer, M.J. (2016). Impact of a large-scale science intervention focused on English language learners. American Educational Research Journal, 53(2):395-424. DOI: https://doi.org/10.3102/0002831216637348
Lowe, J. M. (2006). Rural education: Attracting and retaining teachers in small schools. Rural Educator, 27(2):28-32. https://files.eric.ed.gov/fulltext/EJ783853.pdf
Mackey, J. (2009). Virtual learning and real communities: Online professional development for teachers. In E. Stacey & P. Gerbic (Eds.). Effective blended learning practices: Evidence-based perspectives in ICT-facilitated education (pp163-pp181). IGI Global. DOI: https://doi.org/10.4018/978-1-60566-296-1
Maeng, J.L., Bell, R.L., St. Clair, T., Gonczi, A. L., & Whitworth, B.A. (2018). Supporting elementary teachers’ enactment of nature of science instruction: A randomized controlled trial. International Journal of Science Education, 40(18):2245-2264. DOI: https://doi.org/10.1080/09500693.2018.1528643
Maeng, J.L., Whitworth, B.A., Bell, R.L., & Sterling, D.R. (2020). The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform-based science instruction. Science Education, 104(2):326-353. DOI: https://doi.org/10.1002/sce.21562
Maerten-Rivera, J., Ahn, S., Lanier, K., Diaz, J., & Lee, O. (2016). Effect of a multiyear intervention on science achievement of all students including English language learners. The Elementary School Journal, 116(4):600-624. DOI: https://doi.org/10.1086/686250
McFarland, J., Hussar, B., Zhang, J., Wang, K., Hein, S., Diliberti, M., Cataldi, E.F., Mann, F.B., Barmer, A., Nachazel, T., Barnett, M., Purcell, S., (2019). The Condition of Education, 2019 (NCES 2019-144). National Center for Education Statistics, U.S. Department of Education. https://files.eric.ed.gov/fulltext/ED594978.pdf
Paik, S., & Phillips, R. (2002). Student Mobility in Rural Communities: What Are the Implications for Student Achievement? North Central Regional Educational Laboratory. https://eric.ed.gov/?id=ED466669
Reynolds, A.J., Chen, C., & Herbers, J.E. (2009, June 22). School mobility and educational success: A research synthesis and evidence on prevention. In Workshop on the Impact of Mobility and Change on the Lives of Young Children, Schools, and Neighborhoods, June (pp29-pp30). https://www.academia.edu/download/39832563/School_Mobility_and_Educational_Success_20151109-29150-1x2k7lm.pdf
Richardson, J.T. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2):135-147. DOI: https://doi.org/10.1016/j.edurev.2010.12.001
Rubini, B., Ardianto, D., Pursitasari, I.D., & Hidayat, A. (2018). Science teachers’ understanding on science literacy and integrated science learning: lesson from teachers training. Jurnal Pendidikan IPA Indonesia, 7(3):259-265. DOI: https://doi.org/10.15294/jpii.v7i3.11443
Santau, A.O., Secada, W., Maerten-Rivera, J., Cone, N., & Lee, O. (2010). US urban elementary teachers’ knowledge and practices in teaching science to English language learners: Results from the first year of a professional development intervention. International Journal of Science Education, 32(15): 2007-2032. DOI: https://doi.org/10.1080/09500690903280588
Showalter, D., Klein, R., Johnson, J., Harman, S. (2017). Why rural matters 2015-2016: Understanding the changing landscape. Rural School and Community Trust. https://files.eric.ed.gov/fulltext/ED590169.pdf
Stage, E.K., Asturias, H., Cheuk, T., Daro, P.A., & Hampton, S.B. (2013). Opportunities and challenges in next generation standards. Science, 340(6130):276-277. DOI: https://doi.org/10.1126/science.1234011
Strange, M., Johnson, J., Showalter, D., & Klein, R. (2012). Why rural matters 2011-12: The condition of rural education in the 50 states. Rural School and Community Trust. https://files.eric.ed.gov/fulltext/ED528634.pdf
Tang, S. (2018). Examining the Impact of Virtual Professional Development and Teachers’ Use of the Cooperative/Collaborative/Peer-Tutoring Strategies on English Learners’ Reading Comprehension, Oral Reading Fluency, and Oral Expression. Doctoral dissertation. Texas A&M University. https://hdl.handle.net/1969.1/173470
Tang, S., Tong, F., Irby, B.J., Lara-Alecio, R., & Guerrero, C. (2020). Fidelity of implementation in a randomized controlled trial study: The effect of virtual professional development on bilingual teachers. Bilingual Research Journal, 43(1):111-124. DOI: https://doi.org/10.1080/15235882.2019.1711268
Tang, S., Wang, Z., & Sutton-Jones, K.L. (2021a). A multi-level analysis of upper elementary students’ performance on the STAAR reading exam: Comparing growth trajectories of rural and non-rural school districts. Educational Studies, 1-24. DOI: https://doi.org/10.1080/03055698.2021.1894414
Tang, S., Wang, Z., & Sutton-Jones, K.L. (2021b). A Multilevel Study of the Impact of District-Level Characteristics on Texas Student Growth Trajectories on a High-Stakes Math Exam. Mathematics, 9(1):ep8. DOI: https://doi.org/10.3390/math9010008
Texas Education Agency (2017). STAAR 2017 Mean P-Values and Internal Consistency Values by Reporting Category and Content Area. https://tea.texas.gov/sites/default/files/digest17-appendB-STAAR-Reliability.pdf
Texas Education Agency (2018). 2017-2018 Texas academic performance report. https://rptsvr1.tea.texas.gov/perfreport/tapr/2018/srch.html?srch=S
Texas Education Agency. (2019). 2018-19 Texas academic performance report. https://rptsvr1.tea.texas.gov/perfreport/tapr/2019/srch.html?srch=S
Tong, F., Irby, B.J., & Lara-Alecio, R. (2015). Teachers’ perception of virtual professional development in a randomized control trial. International Journal of New Technology and Research, 1(7):58-61. https://media.neliti.com/media/publications/263644-teachers-perception-of-virtual-professio-47adc2e9.pdf
Tong, F., Irby, B.J., Lara-Alecio, R., Guerrero, C., Fan, Y., & Huerta, M. (2014a). A randomized study of a literacy-integrated science intervention for low-socio-economic status middle school students: Findings from first-year implementation. International Journal of Science Education, 36(12):2083-2109. DOI: https://doi.org/10.1080/09500693.2014.883107
Tong, F., Irby, B.J., Lara-Alecio, R., & Koch, J. (2014b). A longitudinal study of integrating literacy and science for fifth grade Hispanic current and former English language learners: From learning to read to reading to learn. Journal of Educational Research, 107(5):410-426. DOI: https://doi.org/10.1080/00220671.2013.833072
Tong, F., Irby, B.J., Lara-Alecio, R., Guerrero, C., Tang, S., & Sutton-Jones, K.L. (2019). The impact of professional learning on in-service teachers’ pedagogical delivery of literacy-infused science with middle school English learners: A randomised controlled trial study in the US. Educational Studies, 45(5):533-553. DOI: https://doi.org/10.1080/03055698.2018.1509776
United States Department of Agriculture, Food and Nutrition Services. (2021). Child Nutrition Tables: State Level Tables: FY 2015-2020, National School Lunch. https://www.fns.usda.gov/pd/child-nutrition-tables
United States Department of Agriculture, Food and Nutrition Services (2017). National School Lunch. https://fns-prod.azureedge.net/sites/default/files/resource-files/NSLPFactSheet.pdf
Vernon-Feagans, L., Gallagher, K.C., & Kainz, K. (2010). The transition to school in rural America. In J.L. Meece & J.S. Eccles (Eds.). Handbook of research on schools, schooling, and human development (pp163-pp184). Routledge.
Wang, Z., Tang, S., & Sutton-Jones, K. (2019). Texas rural vs. nonrural school district student growth trajectories on a high-stakes science exam: A multilevel approach. Social Sciences, 8(6):ep166. https://doi.org/10.3390/socsci8060166
What Works Clearinghouse (2017). Standards book: Version 4. https://ies.ed.gov/ncee/wwc/Docs/referenceresources/wwc_standards_handbook_v4.pdf
Williams, D. (2010). The Rural Solution: How Community Schools Can Reinvigorate Rural Education. Center for American Progress. https://www.ruraledu.org/user_uploads/file/The_Rural_Solution.pdf
Wright, P.M., Jacobs, J.M., Ressler, J.D., & Jung, J. (2016). Teaching for transformative educational experience in a sport for development program. Sport, Education and Society, 21(4):531-548. DOI: https://doi.org/10.1080/13573322.2016.1142433
How to Cite
Irby, B. J. ., Tong, F., Lara-Alecio, R., Tang, S., Guerrero, C., Wang, Z., & Zhen, F. (2021). Investigating the Impact of A Literacy-infused Science Intervention on Economically Challenged Students’ Science Achievement: A Case Study from A Rural District in Texas. Science Insights Education Frontiers, 9(1), 1123–1141. https://doi.org/10.15354/sief.21.or033
Issue
Section
Original Article
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.