000			02003nam a22002897a 4500
003			OSt
005			20250625142434.0
008			240905b |||||||| |||| 00| 0 eng d
040			_cDSSC
082			_aPer/375/H887/2016
100			_aHuerta, Margarita _911513
130			_aThe Journal of Educational Research _911399
245			_aMeasuring and comparing academic language development and conceptual understanding via science notebooks _cby Margarita Huerta, Fuhui Tong, Beverly J. Irby and Rafael Lara-Alecio
300			_app. 503-517
336			_atext
337			_aunmediated
338			_avolume
440			_vvol. 109 n5 _x0022-0671
500			_aThe authors of his quantitative study measured and compared the academic language development and conceptual understanding of fifth-grade economically disadvantaged English language learners (ELL), former ELLs, and native English-speaking (ES) students as reflected in their science notebook scores. Using an instrument they developed, the authors quantified the student notebook language and concept scores. They compared language growth over time across three time points: beginning, middle, and end of the school year and across language-status (ELL, former ELL, and ES), and gender using mixed between -within subjects analysis of variance (ANOVA). The authors also compared students' conceptual understanding scores across categories in three domains using ANOVA. Students demonstrated statistically significant growth over time in their academic language as reflected by science notebook scores, and we noticed conceptual trends in which scores for ELLs, former ELLs, and male students lagged behind at first, but caught up to their peers by the end of the school year.
650		0	_aEducation-curriculum _911514
650		0	_aScience. _95484
650		0	_aScience-Study and teaching _911515
700			_aTong, Fuhui _911516
700			_aLara-Alecio, Rafael _911518
700			_aIrby, Beverly J. _911517
942			_2ddc _cPINDEX
999			_c8286 _d8286