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Journal of Elementary Science Education

, Volume 20, Issue 4, pp 61–79 | Cite as

Improving achievement for linguistically and culturally diverse learners through an inquiry-based earth systems curriculum

  • Julie Lambert
  • Eileen N. Whelan Ariza
Article

Abstract

This report describes an inquiry-based Earth systems curriculum and strategies for teaching diverse students, which were embedded in the curriculum. The curriculum was implemented with 5th-grade students with varied linguistic, cultural, and socioeconomic backgrounds in five schools in a large, southeastern U.S., urban school district. At the end of the school year, all schools showed statistically significant improvement on two assessments: (1) an Earth systems unit test and (2) a sample of National Assessment of Educational Progress (NAEP) and Third International Mathematics and Science Study (TIMSS) items. Students’ perspectives regarding the cognitive and affective domains of the curriculum are discussed as are implications of the findings and recommendations for future research.

Keywords

Science Teaching Reading Comprehension Literacy Skill English Language Learner English Learner 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer 2008

Authors and Affiliations

  1. 1.Center for Marine Scinece & Department of Elementary, Middle Level & Literacy EducationUniversity of North Carolina-WilmingtonWilmington
  2. 2.Florida Atlantic UniversityUSA

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