Curricular and Professional Development Intervention in Elementary Science Instruction With a Focus on English Language Learners

• In Event: Supporting K–12 English Language Learners in Science: Putting Research Into Teaching Practice

Abstract

Purpose
The purpose of this presentation is to describe a model of a curricular and professional development (PD) intervention aimed at improving science achievement of fifth grade students, particularly English language learners (ELLs), in the context of state high-stakes science assessment and accountability policy. The presentation offers an overview of (1) how the model was developed and implemented and (2) student and teacher measures and outcomes.

Conceptual Framework
The model is conceptually grounded in the literature on effective science instruction with ELLs, specifically educative curriculum materials (Davis & Krajcik, 2005; Drake, Land, & Tyminski, 2014), effective PD (Desimone, 2009; Garet et al., 2001), and science education with ELLs (Buxton & Lee, 2014; Lee, 2005; Rosebery & Warren, 2008). The model highlights a standards-based, inquiry-oriented, and language-focused approach. The intervention consists of a stand-alone, yearlong science curriculum for fifth grade students and teachers, as well as PD workshops. The curriculum consists of consumable student books, teacher guide, science supplies, and supplementary materials on the project website. PD workshops highlight core and structural features of effective PD. The theory of change for the model is presented in Figure 1.

Methods and Results
Two efficacy studies were conducted in four school districts with diverse student groups in a southeastern state. The first study used a cluster randomized controlled trial (RCT) with 64 randomly selected schools in one district: 32 schools randomly assigned to the treatment group and 32 schools randomly assigned to the control group. The study involved all of the fifth grade teachers and students over the three-year implementation. Students’ science achievement measured by the state high-stakes test indicated no significant difference between the treatment and control groups in Year 1 but a significant difference in Year 2 and Year 3 with the difference widening from Year 2 to Year 3 (Author, in press). In addition, the intervention had positive impacts on teachers’ science content knowledge measured by the researcher-developed science test and instructional practices measured by the teacher questionnaire (Author, 2014).
The second study used an RCT in three school districts. Within each district, half of the 22 randomly selected schools were randomly assigned to the treatment group and half to the control group, yielding a total of 33 treatment schools and 33 control schools. Students’ science achievement in Year 1 indicated significant and meaningfully sized intervention effects on both the researcher-developed science test and the state high-stakes science test (Author, under review-a). In addition, the intervention had positive impacts on teachers’ science content knowledge and instructional practices in Year 1 (Author, under review-b).

Significance
The results provide strong experimental evidence that an intervention that promotes science inquiry and language development for ELLs through educative curriculum materials and effective PD can be scaled up across varied educational settings, resulting in improved science achievement for all students not only on the researcher-developed test but also on the mandated state test used for school accountability.

Authors

• Okhee Lee, New York University

• Lorena Llosa, New York University

• Jaime Maerten-Rivera, University at Buffalo - SUNY