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Underserved populations in science e...

Gray, Jennifer Emily.

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Underserved populations in science education: Enhancement through learning community participation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Underserved populations in science education: Enhancement through learning community participation./
作者:	Gray, Jennifer Emily.
面頁冊數:	212 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2357.
Contained By:	Dissertation Abstracts International64-07A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3097406

Underserved populations in science education: Enhancement through learning community participation.
Gray, Jennifer Emily.

Underserved populations in science education: Enhancement through learning community participation. - 212 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2357.

Thesis (Ed.D.)--California State University, Fresno and University of California, Davis, 2003.

A positive relationship between college anatomy students' achievement and academic language proficiency in the context of a learning community was established. For many students the barrier to learning science is language. 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.Subjects--Topical Terms:

1018008
Education, Community College.

Underserved populations in science education: Enhancement through learning community participation.
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245 1 0 $a Underserved populations in science education: Enhancement through learning community participation.
300 $a 212 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2357.
500 $a Chair: Phyllis A. Kuehn.
502 $a Thesis (Ed.D.)--California State University, Fresno and University of California, Davis, 2003.
520 $a A positive relationship between college anatomy students' achievement and academic language proficiency in the context of a learning community was established. For many students the barrier to learning science is language. 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.
520 $a The sample consisted of Anatomy classes during the Fall semesters of the academic years, 2000, 2001, and 2002 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. Twenty-two of the Fall 2002 students (n = 65) enrolled in the Learning Community (LC) that included instruction in academic language in the context of the anatomy course content. Fall 2002 students (n = 19) also participated in Peer-led Support (PLS) sessions. Fall 2001 students participated in a textbook use study (n = 44) and in a Cooperative-Learning (CL) (n = 35) study. Students in the LC and Non-LC groups took the academic language assessment; their results were correlated with course grades and attendance. Fall 2002 students were compared for: (1) differences regarding self-expectations, (2) program impressions, and (3) demographics. Fall 2001 student reading habits and CL participation were analyzed.
520 $a Results identified: (1) selected academic language tasks as good predictors of science success, (2) a significant positive relationship between science success and participation in support interventions, (3) no differences in self expectations or demographic characteristics of participants and non-participants in the LC group, and (4) poor textbook reading habits. Results showed a significant positive relationship between academic language proficiency and science achievement in participatory instruction.
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