Math and science achievement in English language learners: Multivariate latent growth modeling of predictors, mediators, and moderators.

2012 ◽  
Vol 104 (3) ◽  
pp. 580-602 ◽  
Author(s):  
R. Sergio Guglielmi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Science Achievement ◽  
English Language ◽  
Growth Modeling ◽  
Latent Growth Modeling ◽  
Latent Growth ◽  
Math And Science

scholarly journals Is Inquiry Science Instruction Effective for English Language Learners? A Meta-Analytic Review

AERA Open ◽  
2018 ◽  
Vol 4 (2) ◽  
pp. 233285841876740 ◽  
Author(s):  
Gabriel Estrella ◽  
Jacky Au ◽  
Susanne M. Jaeggi ◽  
Penelope Collins
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
Science Achievement ◽  
English Language ◽  
Meta Analysis ◽  
Science Instruction ◽  
Inquiry Instruction ◽  
Differential Learning ◽  
Analytic Review

Despite being among the fastest growing segments of the student population, English Language Learners (ELLs) have yet to attain the same academic success as their English-proficient peers, particularly in science. In an effort to support the pedagogical needs of this group, educators have been urged to adopt inquiry approaches to science instruction. Whereas inquiry instruction has been shown to improve science outcomes for non-ELLs, systematic evidence in support of its effectiveness with ELLs has yet to be established. The current meta-analysis summarizes the effect of inquiry instruction on the science achievement of ELLs in elementary school. Although an analysis of 26 articles confirmed that inquiry instruction produced significantly greater impacts on measures of science achievement for ELLs compared to direct instruction, there was still a differential learning effect suggesting greater efficacy for non-ELLs compared to ELLs. Contextual factors that moderate these effects are identified and discussed.

Effect of a Multiyear Intervention on Science Achievement of All Students including English Language Learners

2016 ◽  
Vol 116 (4) ◽  
pp. 600-624 ◽  
Author(s):  
Jaime Maerten-Rivera ◽  
Soyeon Ahn ◽  
Kimberly Lanier ◽  
Jennifer Diaz ◽  
Okhee Lee
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Science Achievement ◽  
English Language
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