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ERIC ED520425: Evaluation Of Seeds Of Science/Roots Of Reading: Effective Tools For Developing Literacy Through Science In The Early Grades-Light Energy Unit. CRESST Report 781 - Info and Reading Options

"ERIC ED520425: Evaluation Of Seeds Of Science/Roots Of Reading: Effective Tools For Developing Literacy Through Science In The Early Grades-Light Energy Unit. CRESST Report 781" and the language of the book is English.


“ERIC ED520425: Evaluation Of Seeds Of Science/Roots Of Reading: Effective Tools For Developing Literacy Through Science In The Early Grades-Light Energy Unit. CRESST Report 781” Metadata:

  • Title: ➤  ERIC ED520425: Evaluation Of Seeds Of Science/Roots Of Reading: Effective Tools For Developing Literacy Through Science In The Early Grades-Light Energy Unit. CRESST Report 781
  • Author:
  • Language: English

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  • Internet Archive ID: ERIC_ED520425

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"ERIC ED520425: Evaluation Of Seeds Of Science/Roots Of Reading: Effective Tools For Developing Literacy Through Science In The Early Grades-Light Energy Unit. CRESST Report 781" Description:

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This evaluation focuses on the Seeds of Science/Roots of Reading: Effective Tools for Developing Literacy through Science in the Early Grades ("Seeds/Roots") model of science-literacy integration. The evaluation is based on a cluster randomized design of 100 teachers, half of which were in the treatment group. Multi-level models are employed to account for the clustering of students within teachers and teachers within schools. Four primary outcomes of interest are examined: science content, vocabulary, reading and writing. Additional analyses focus on the impact of teacher and student background, instructional methods, and teacher-self efficacy. Quantitative results indicate that the "Seeds/Roots" intervention resulted in statistically and substantively higher student performance in science content, vocabulary, and writing. Teacher background and self-efficacy are generally unrelated to student performance. Inquiry-based teachers enhanced treatment effects. Despite "Seeds/Roots" designed integration, teachers tended to focus on the science aspect when considering time requirements to be longer than a standard unit. Qualitative results indicate that teachers overwhelmingly found the "Seeds/Roots" unit usable, effective, and engaging. Two appendices are included. (Contains 33 tables and 16 footnotes.)

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  • Source: Internet Archive
  • Internet Archive Link: Archive.org page
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  • Added Date: 2016-02-03 16:25:12
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