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Publication Date

2008-12-18

Availability

UM campus only

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PHD)

Department

Teaching and Learning (Education)

Date of Defense

2008-11-20

First Committee Member

Walter Secada - Committee Chair

Second Committee Member

Batya Elbaum - Committee Member

Third Committee Member

Okhee Lee - Committee Member

Fourth Committee Member

Randall Penfield - Committee Member

Abstract

The purpose of this study was to investigate the impact of a hands-on science curriculum, which integrates mathematics and supports the development of English language skills, on third grade students' mathematics achievement - specifically the measurement subscale of the statewide assessment. The data draws from a larger 5-year research project consisting of reform-based science curriculum units and teacher workshops designed to promote effective instruction of science while integrating mathematics and supporting English language development. The third grade curriculum places a strong emphasis on developing measurement skills in the context of scientific investigations. Third grade students' performance on the measurement subscale of the statewide mathematics assessment at experimental and comparison schools were examined using a hierarchical linear model (HLM). Students participating in the treatment performed significantly higher than students at comparison schools. The results of this study provide evidence that an integrated approach to math and science instruction can benefit diverse populations of students.

Keywords

Equity; English Language Learners; Diversity; Urban Education

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