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Gray - Underserved Populations in Science Education - Jennifer Gray - Bog

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Underserved Populations in Science Education: Enhancement Through Learning Community Participation A positive relationship between college anatomy students'' achievement and academic language proficiency in the context of a learning community was studied. For many students the barrier to learning science is language. It was determined that a relationship exists between low academic language proficiency and lack of success among students, in particular failure among at-risk minority and language- minority students. The study involved students of Anatomy classes at a community college in Central California having a high percentage of culturally and linguistically diverse students. Students from each semester participated in the academic language proficiency and science achievement studies. A number of students enrolled in a Learning Community (LC) that included instruction in academic language in the context of the anatomy course content. Other students also participated in Peer-led Support (PLS) sessions. Several participated in a textbook use study and in a Cooperative-Learning (CL) study.

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  • Sprog:
  • Engelsk
  • ISBN:
  • 9783843393249
  • Indbinding:
  • Paperback
  • Sideantal:
  • 236
  • Udgivet:
  • 26. April 2011
  • Størrelse:
  • 152x229x14 mm.
  • Vægt:
  • 349 g.
  • 2-3 uger.
  • 16. April 2024

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Prøv i 30 dage for 45 kr.
Herefter fra 79 kr./md. Ingen binding.

Beskrivelse af Gray - Underserved Populations in Science Education

Underserved Populations in Science Education: Enhancement Through Learning Community Participation A positive relationship between college anatomy students'' achievement and academic language proficiency in the context of a learning community was studied. For many students the barrier to learning science is language. It was determined that a relationship exists between low academic language proficiency and lack of success among students, in particular failure among at-risk minority and language- minority students. The study involved students of Anatomy classes at a community college in Central California having a high percentage of culturally and linguistically diverse students. Students from each semester participated in the academic language proficiency and science achievement studies. A number of students enrolled in a Learning Community (LC) that included instruction in academic language in the context of the anatomy course content. Other students also participated in Peer-led Support (PLS) sessions. Several participated in a textbook use study and in a Cooperative-Learning (CL) study.

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