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University of Southern California Dissertations and Theses
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Closing the science achievement gap for ninth grade English learners through standards- and inquiry-based science instruction
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Closing the science achievement gap for ninth grade English learners through standards- and inquiry-based science instruction
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Asset Metadata
Creator
Estrada, Myrna Hipol (author)
Core Title
Closing the science achievement gap for ninth grade English learners through standards- and inquiry-based science instruction
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Curriculum
Publication Date
07/02/2007
Defense Date
05/10/2007
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
closing the achievement gap,English learners,inquiry based science curriculum,OAI-PMH Harvest,professional development,science achievement,secondary science,standards Based education
Language
English
Advisor
Hocevar, Dennis (
committee chair
), Brown, Richard Sherdon (
committee member
), Ullah, Athaur "Todd" (
committee member
)
Creator Email
mdhestrada@aol.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-m576
Unique identifier
UC1294756
Identifier
etd-Estrada-20070702 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-507715 (legacy record id),usctheses-m576 (legacy record id)
Legacy Identifier
etd-Estrada-20070702.pdf
Dmrecord
507715
Document Type
Dissertation
Rights
Estrada, Myrna Hipol
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Repository Name
Libraries, University of Southern California
Repository Location
Los Angeles, California
Repository Email
uscdl@usc.edu
Abstract (if available)
Abstract
In light of the need to close the achievement gap among our culturally and linguistically diverse students, more specifically the Hispanics and the Hispanic English Learners (ELs), the effects of teacher professional development (2 year PD vs. 1 Year PD vs. no PD) on the implementation of a standards-aligned and inquiry-based science curriculum program - the Integrated Coordinated Science for the 21st Century published by It's About Time, Inc. (ICS-IAT) -- on the LAUSD ninth graders science scores were examined. Participants included 8,937 9th grade students (7,356 Hispanics). The primary outcome measurement was scaled scores from the California Standard Test (CST) in Integrated Coordinated Science (CST_ICS1). Correlations between California English Language Development Test (CELDT) component subscores (reading, listening and speaking) and CST scores were also examined.
Tags
closing the achievement gap
English learners
inquiry based science curriculum
professional development
science achievement
secondary science
standards Based education
Linked assets
University of Southern California Dissertations and Theses