Science and Mathematics Education Commons^™

Building Connections: The Power Of Embedding Literacy And Math Content Into Science And Social Studies Contexts, Rachel Hallett-Njuguna Edd

Constellations: Online STEM Teacher Education Journal

Nationally, the lack of improvement in literacy scores continues to baffle experts. Instructional leaders from math, science, and social studies in one district knew the value of leveraging their subject areas to support literacy achievement in secondary students. Starting with an engaging STEM-related novel, the group of curriculum experts developed meaningful literacy connected tasks for their teacher and teacher leader participants. Working through the activities as their students would, the group found a new appreciation for the importance of leveraging the relevance of science and social studies content and the usefulness of math content when creating literacy lessons. The group’s …

From Experiences To Beliefs: An Exploratory Case Study On Science Teachers’ Attitudes Towards Emergent Bilinguals, Yamil Ernesto Ruiz

All Dissertations

Emergent bilingual (EB) students in the US are those who are in the process of developing academic English proficiency. EBs are some of the fastest growing populations of students in American public schools. There exists a great deal of research geared towards developing both curricular resources and instructional strategies to best support EBs in the science classroom, however many of these professional development studies lament the lack of growth in terms of achievement in science learning outcomes of EBs. It is possible that due to a lack of transformation in their beliefs that the teachers in these studies do not …

Bringing Learning Progressions Down To 2-Year-Olds In Reading And Mathematics, Prue Anderson

2021-2030 ACER Research Conferences

ACER’s learning progressions in reading and mathematics describe growth that is mainly focused on skills students demonstrate at and beyond school. These progressions have recently been extended down to describe earlier levels of growth so we now have seamless progressions from skills and understandings toddlers might demonstrate up to highly sophisticated skills and concepts. This presentation briefly outlines ACER’s work and identifies key implications for educators. The pathways that support early reading development were described in progressions for listening comprehension and sounds and letters. Along with an early mathematics progression, these were conceptualised as embedded in an oral language progression. …

Meet Me In The Middle: A Scoping Review On Understanding Adolescent Needs In Climate Communication, Gwendolyn Monica Hoff Anderson

Master's Projects and Capstones

The greatest effects of climate change are likely to be felt by youth. Young people are disproportionately affected by climate change due to their critical developmental stage and lack of power, and they experience both higher severity and prevalence of mental health issues related to climate change. Strong emotions have long been recognized as potential catalysts for action, or they may lead to paralyzing feelings of being overwhelmed. Climate communication is a critical tool to spark climate concern and encourage action. Activism, in turn, may help youth manage their anxiety about climate change. This scoping review examines emerging evidence on …

Evaluating Middle School English Language Learners’ Science And Literacy Proficiency, Yasemin Ozkaya

Dissertations

The academic success and English proficiency of ELL students are receiving more attention as a result of the growing number of ELL students and the demand for accountability and assessment in education. It is widely accepted that ELL students struggle on state standardized tests because they lack the cognitive academic language abilities needed to succeed on extensive subject evaluations (Thakkar, 2013). According to Abedi and Dietel, ELLs' academic performance lags behind that of other segments of population, and the attainment gap reduces only slightly over time (2004).

The NWEA archival data of 6th, 7th, and 8th grade students who attended …

High School Student Narratives Of Error Analysis: A Qualitative Investigation Into Literacy For Geometry Learning, Dean Petti

Doctor of Education in Secondary and Middle Grades Education Dissertations

This narrative inquiry aimed to relate student narratives to error analysis of Geometry problems as a form of literacy implementation. Teachers need to develop a deep understanding and application of mathematics content through qualitative research to find connections to practice (Enderson et al., 2010). Geometry is a worthwhile subject to understand our world from various perspectives and to spur our imagination with constructing objects based on properties undergoing dynamic changes. However, teachers and researchers often wonder why most secondary students need help with the significance of learning and applying Geometry concepts. Literacy implementation bridges students' narrative experiences and relevance to …

Du Undergraduate Showcase: Research, Scholarship, And Creative Works, Caitlyn Aldersea, Justin Bravo, Sam Allen, Anna Block, Connor Block, Emma Buechler, Maria De Los Angeles Bustillos, Arianna Carlson, William Christensen, Olivia Kachulis, Noah Craver, Kate Dillon, Muskan Fatima, Angel Fernandes, Emma Finch, Colleen Cassidy, Amy Fishman, Andrea Francis, Stacia Fritz, Simran Gill, Emma Gries, Rylie Hansen, Shannon Powers, Jacqueline Martinez, Zachary Harker, Ashley Hasty, Mykaela Tanino-Springsteen, Kathleen Hopps, Adelaide Kerenick, Colin Kleckner, Ci Koehring, Elijah Kruger, Braden Krumholz, Maddie Leake, Lyneé Alves, Seraphina Loukas, Yatzari Lozano Vazquez, Haley Maki, Emily Martinez, Sierra Mckinney, Mykaela Tanino-Springsteen, Audrey Mitchell, Kipling Newman, Audrey Ng, Megan Lucyshyn, Andrew Nguyen, Stevie Ostman, Casandra Pearson, Alexandra Penney, Julia Gielczynski, Tyler Ball, Anna Rini, Christina Rorres, Simon Ruland, Helayna Schafer, Emma Sellers, Sarah Schuller, Claire Shaver, Kevin Summers, Isabella Shaw, Madison Sinar, Claudia Pena, Apshara Siwakoti, Carter Sorensen, Madi Sousa, Anna Sparling, Alexandra Revier, Brandon Thierry, Dylan Tyree, Maggie Williams, Lauren Wols

DU Undergraduate Research Journal Archive

DU Undergraduate Showcase: Research, Scholarship, and Creative Works

Use Of Vocabulary Strategies To Aid English Language Learners In A General Education Biology Classroom, Virginia Perry

All Dissertations

The demographics of the typical American classroom continue to present as a more diverse student population with the increase of English Language Learners (ELL) entering public schools. General education teachers on a secondary level are challenged with incorporating academic language instruction into content instruction for ELLs. Many of these teachers seek appropriate instructional strategies to teach ELLs academic language skills related to literacy to comprehend the specific content taught at the secondary level. A deeper understanding of language and skill acquisition within a secondary classroom can help guide future efforts in implementing effective literacy strategies to address ELLs’ academic language …

Strategies To Aid Multilingual Learners In Academic Language Acquisition In Elementary Science And Mathematics Classes, Mikayla Grumbacher, Sophia Sladic

James Madison Undergraduate Research Journal (JMURJ)

This qualitative inquiry research study surveys academic language acquisition strategies for teachers of multilingual learners in elementary science and mathematics classes. We paired readings of recent peer-reviewed journal articles with video observations of three elementary school teachers and an interview with a Director of English as a Second Language for a county in Virginia. Thematic analysis helped us identify similar strategies across the different studies, classroom observations, and interview. Our findings suggest that utilizing sensory and interactive supports are especially helpful strategies for teachers seeking to help multilingual learners in academic language acquisition.

The Importance Of Implementing Literacy Strategies In A Mathematics Classroom, Lauren Tecca, Joanna Weaver, John Chen

Honors Projects

The purpose of this ACTION research study is to explore the influence of literacy on mathematical proficiency levels. The correlation will use the data to formulate some strategies for the classroom in order to increase confidence in both subject areas.

The Self And Individualism: An Analysis On The Current Regulations Of Academic Writing, Bonnibel S. H. Walker

WRIT: Journal of First-Year Writing

Individualism, the focus or emphasis on the self, is a highly discussed and debated topic in writing. This is mostly regarding how the self should be addressed and utilized in writing. Although it there is also debate about what the self truly is, and how one can represent it in their work, veering into more abstract thought and theorizing.

The amount of individualism, or the “self” that one is able to, or should imprint onto one’s writing varies widely across numerous genres of academic writing, or even writing in general. For example, in much of scientific writing there’s a broad …

Why Word Problems Are Hard For High School Math Students: Problem Formulation And Disciplinary Literacy, Emily Charlotte Elliott

Senior Theses

This thesis is an extensive literature review designed to better understand the obstacles high school math students encounter when solving word problems (WPs). While many high school students find math difficult in general, students especially struggle with WPs. Often they are unable to provide correct solutions to WPs even when they are successful in solving computational problems using the same mathematical concepts (Cummins, 1988). Data from the 2007 National Survey of Algebra Teachers suggests that solving WPs is one of the skills that students are most unprepared for when entering Algebra 1 (Hoffer et al.). Additionally, many students try to …

Including The Literary Arts As The A In Steam, Lindsay E. Cunningham

The STEAM Journal

This article examines the integration of literature into secondary STEM (science, technology, engineering, mathematics) classes in British Columbia, Canada. Data were collected through interviews with nine secondary STEM subject teachers and focus on teachers’ perceptions of the effects of including literature, what/how literature has been included, as well as the barriers, both real and perceived, to doing so.

A review of the literature demonstrates that integrating literature into STEM can be appealing to a broad range of students and teachers and can help to engage students with a variety of interests, perspectives, and backgrounds. The arts, including the literary arts, …

Centering Community In Disciplinary Literacy Implementation: One District’S Story, Jenelle Williams, Stacie Angel, Jennifer Wilcox, Angela Church

Michigan Reading Journal

In this article, the authors describe the various ways they have centered community while implementing disciplinary literacy in their district. They outline how the work began, the role of professional learning, and the systemic approaches that are effectively moving the work forward. This story offers an alternate approach to implementation--one that honors educators' expertise, differentiates approaches, and develops collective efficacy.

Introduction To A Universal Performance Improvement Method (Chigen-Iku), Yoshihiko Ariizumi

Learning, Teaching, & Researching Optimization

This brief article introduces a universal performance improvement method called Chigen-iku, which has been developed carefully and extensively over more than 25 years through more than 100 individual and group projects based on the principles that were selected through my doctorial study in the field of Instructional Psychology and Technology.

Pakistan’S First-Ever Participation In An International Large-Scale Assessment (Timss): Critique And Implications, Sohail Ahmad, Sherwin Rodrigues, Sadia Muzaffar Bhutta

Institute for Educational Development, Karachi

The International Large-Scale Assessment (ILSA) is a rapidly growing field in education which has gained considerable attention of stakeholders across the globe. Historically, ILSA emerged from the developed context which has drifted to the developing contexts in a short span of time due to globalisation. Pakistan has participated in ILSA (i.e., TIMSS) for the first time in the 2019 cycle. In light of the global critique on ILSA, this paper presents a critical analysis on Pakistan’s participation in TIMSS by raising questions embedded in contextual realities. The discussion adds to the understanding of ILSA in terms of historical developments, theoretical …

Beating The Odds: High-Growth Schools Based On The Act Aspire Examinations, Serving Low-Income Communities, Sarah C. Mckenzie

Arkansas Education Reports

This section highlights high-growth schools across Arkansas based on the ACT Aspire examinations in Math and English Language Arts (ELA) for the 2020-2021 academic year. For these awards, we consider schools where at least 66% of the student body is eligible for free or reduced-price lunch (FRL).

High-poverty schools are ranked by school level (Elementary, Middle, or High) based on Overall Growth (Math and ELA combined), as well as for growth in each content area independently. High-poverty schools are also ranked within each region of the state. Tables include the region in which the school is located, the number of …

High-Growth Elementary Schools In Arkansas Based On Performance On The Act Aspire Examinations, Sarah C. Mckenzie

Arkansas Education Reports

This section highlights elementary schools across the state whose students demonstrated high growth on the Arkansas ACT Aspire exams. The ACT Aspire was administered to students in grades 3 through 10 in April 2022 in Math and ELA courses which include English, Writing, and Reading.

Each table in this section presents the Top 20 schools for the noted subject area and school level. In addition, these tables include the region in which the schools are located, the grades served at the school, the weighted achievement score, and the content growth score in that particular subject.

The level of the schools, …

High-Growth High Schools In Arkansas Based On Performance On The Act Aspire Examination, Sarah C. Mckenzie

Arkansas Education Reports

This section highlights high schools across the state whose students demonstrated high growth on the Arkansas ACT Aspire exams. The ACT Aspire was administered to students in grades 3 through 10 in April 2022 in Math and ELA courses which include English, Writing, and Reading.

Each table in this section presents the Top 20 schools for the noted subject area and school level. In addition, these tables include the region in which the schools are located, the grades served at the school, the weighted achievement score, and the content growth score in that particular subject.

The level of the schools, …

High-Growth Middle Schools In Arkansas Based On Performance On The Act Aspire Examinations, Sarah C. Mckenzie

Arkansas Education Reports

This section highlights middle schools across the state whose students demonstrated high growth on the Arkansas ACT Aspire exams. The ACT Aspire was administered to students in grades 3 through 10 in April 2022 in Math and ELA courses which include English, Writing, and Reading.

Each table in this section presents the Top 20 schools for the noted subject area and school level. In addition, these tables include the region in which the schools are located, the grades served at the school, the weighted achievement score, and the content growth score in that particular subject.

The level of the schools, …

“Math Talks Are Like An Alarm Clock Waking You Up”: Language’S Crucial Role In Mathematics, Gabriella M. Wasser

Journal of Practitioner Research

Whole group math talks, or number talks, are a common practice to get students talking about their own understanding of mathematical concepts. The purpose of this study was to implement math talks in small group settings to see what would happen, specifically to students’ conceptual understanding as well their general perceptions of math talks. This study took place in a fourth-grade math classroom, and math talks were implemented with the whole class for a week and then moved to small groups for the remaining three weeks of the study. During the study, a pre-and post-assessment was given, field notes were …

What Can We Learn From The Different Understandings Of Mathematical Literacy?, Svein Arne Sikko

Numeracy

Mathematical literacy, quantitative literacy, numeracy, matheracy, disciplinary literacy, and content-area literacy are among a plethora of terms used to link mathematics and literacy. In addition to this abundance of terms, the content of the terms is not precise, and in some cases the terms are used interchangeably. I delve into this landscape and dissect the meaning of each of them. From such an analysis of mathematical literacy, numeracy, and quantitative literacy, we learn about the importance of quantitative practices and elementary mathematics in society, including both how mathematics is necessary for everyday life but also how it can be used …

High Quality, Equity, And Assessment: An Analysis Of Variables Impacting English Learner Standardized Science Test Performance And Implications For Construct Validity, Maria Del Carmen Salazar, Joanna K. Bruno, Melissa P. Schneider

Curriculum and Instruction: Faculty Scholarship

In the United States, assessment is seen as a lever that can facilitate high-quality education. This study on English learners, students whose native language is not English, was based on data from eighth-grade English learners’ performance on science general and content-specific (physical, life, and earth science) standardized exams and an English language proficiency exam. The researchers utilized regression analysis to examine factors (i.e., socioeconomic status, home language, English language proficiency, and receptive and productive elements of language) that are predictive of English learner performance in general and content-specific science standardized assessments to identify implications for construct validity of high-stakes science …

Power Of Yet: The Integration Of The Culturally Responsive Literature With The Productive Struggle In Mathematics, Kathleen Crawford-Mckinney, Asli Ozgun-Koca, Kristy Rebar

Michigan Reading Journal

We used a children's book with three groups of students (ages 6-9) to foster mathematical engagement through read alouds. We will share lessons learned from this experience as we integrate children’s literature with mathematics through the lens of Power of Yet.

Improving Disciplinary Literacy In The Science Classroom With Scaffolding, Hunter Schow

Dissertations, Theses, and Projects

This study examines the effects of scaffolding on students’ scientific literacy skills. This study measured the scientific literacy skills of students before and after the use of four different scaffolding practices by the researcher. Participants included 41 students in grades 7-12 that are enrolled in a science course taught by the researcher. The data collected will be used to direct the researcher’s future teaching of scientific literacy practices.

Examination Of School Value-Added Growth By Student Population, Sarah C. Mckenzie, Josh B. Mcgee, Charlene A. Reid

Policy Briefs

In this brief, we assess the relationship between Arkansas’ school-level value-added content growth scores for student racial and programmatic groups. We find that on average, African American students receive lower growth scores than other student groups, and that African American elementary students demonstrated large drops in growth since COVID

Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Zambia Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics

Monitoring Learning

Six African countries participated in the COVID-19: Monitoring Impacts on Learning Outcomes (MILO) project in 2021 – Burundi, Burkina Faso, Côte d’Ivoire, Kenya, Senegal and Zambia. This report presents the key findings from the MILO project for Zambia. The MILO study was designed to provide information on the impact of the pandemic on learning outcomes. As countries work towards achieving Sustainable Development Goal (SDG) 4.1.1b, it is essential that progress towards this goal continues to be monitored. The MILO project was implemented to provide a way for countries to measure learning progress against Sustainable Development Goal (SDG) 4.1.1b prior to, …

Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Main Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics

Monitoring Learning

The COVID-19 pandemic has disrupted education in many ways. Across the world, schools have been partially or wholly closed, teachers and students have been forced to quarantine at home for short or extended periods of time, social learning opportunities have been cancelled and community interactions curtailed. This has added a further obstacle to the achievement of the Sustainable Development Goals (SDGs) related to education. The COVID-19 MILO (Monitoring Impacts on Learning Outcomes) study was designed to provide information on the impact of the pandemic on learning outcomes in six countries in Africa – Burkina Faso, Burundi, Côte d’Ivoire, Kenya, Senegal …

Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Senegal Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics

Monitoring Learning

Six African countries participated in the COVID-19: Monitoring Impacts on Learning Outcomes (MILO) project in 2021 – Burundi, Burkina Faso, Côte d’Ivoire, Kenya, Senegal and Zambia. This report presents the key findings from the MILO project for Senegal. The MILO study was designed to provide information on the impact of the pandemic on learning outcomes. As countries work towards achieving Sustainable Development Goal (SDG) 4.1.1b, it is essential that progress towards this goal continues to be monitored. The MILO project was implemented to provide a way for countries to measure learning progress against Sustainable Development Goal (SDG) 4.1.1b prior to, …

Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Burundi Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics

Monitoring Learning

Six African countries participated in the COVID-19: Monitoring Impacts on Learning Outcomes (MILO) project in 2021 – Burundi, Burkina Faso, Côte d’Ivoire, Kenya, Senegal and Zambia. This report presents the key findings from the MILO project for Burundi. The MILO study was designed to provide information on the impact of the pandemic on learning outcomes. As countries work towards achieving Sustainable Development Goal (SDG) 4.1.1b, it is essential that progress towards this goal continues to be monitored. The MILO project was implemented to provide a way for countries to measure learning progress against Sustainable Development Goal (SDG) 4.1.1b prior to, …